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ENGLISH   FOR  BUSINESS 


AS  APPLIED  IN 

COMMERCIAL,   TECHNICAL,   AND   OTHER 
SECONDARY   SCHOOLS 

BY 

EDWARD  HARLAN  WEBSTER 

HEAD  OP  THE  DEPARTMENT  OP  ENGLISH 
THE  TECHNICAL  HIGH  SCHOOL,   SPMNGFIELD,  MASS. 


NEW   YORK 

NEWSON  &  COMPANY 


Copyright,  1916, 
By  Newson  &  Company 


All  rights  reserved 


^^7 

PREFACE 

This  composition  text  is  designed  to  meet  the  needs 
of  all  high  schools  that  aim  to  prepare  pupils  for  the 
business  of  hfe.  In  using  the  title  English  for  Busi- 
ness, the  author  wishes  to  suggest  breadth  rather 
than  limitation  of  purpose.  About  eighty-five  per 
cent  of  the  pupils  in  our  high  schools  never  go  to 
college  but,  upon  graduation,  engage  in  some  business 
or  professional  pursuit.  This  is  especially  true  of 
boys.  Another  large  group  of  pupils,  in  both  classi- 
cal and  vocational  high  schools,  find  it  necessary  to 
work  in  stores,  offices,  and  shops  in  free  time  in  order 
to  support  themselves  while  attending  school.  Be- 
cause of  these  facts,  the  author  has  aimed  to  create  a 
book  which  will  supply  both  of  these  groups  with  the 
practical  training  necessary  for  such  immediate  hfe 
purposes. 

The  ultimate  aim  of  every  high  school  course  in 
English  composition  is  to  train  pupils  to  speak  and 
write  with  clearness,  accuracy,  and  directness  upon 
subjects  of  interest  which  are  within  their  grasp. 
With  this  conviction  in  mind,  the  author  has  included 
in  this  text  such  exercises  as  are  suited  to  the  knowl- 
edge and  experience  of  pupils  of  the  high  school  age. 
Many  of  these  exercises  have  been  suggested  by 
pupils  as  a  result  of  their  activities  in  business  or 
technical  occupations.  Many  have  suggested  them- 
selves as  a  part  of   the  efficient  running  of  school 

3 

359643 


4  PREFACE 

activitjey.  Soinci  have  been  included  to  meet  the 
conditions  that  confront  the  young  graduate  engaged 
in  secretarial  work;  but  in  no  case  have  present  needs 
been  sacrificed  to  hypothetical  conditions  that  pupils 
may  never  meet  in  real  hfe.  Subjects  for  investiga- 
tion have  been  designed,  whenever  possible,  not  only 
to  furnish  pupils  with  material  for  expression  but  also 
to  insure  their  becoming  acquainted  with  the  business 
organizations  of  the  towns  of  which  they  are  a  part. 
No  broad  and  extensive  business  experience  is  needed, 
therefore,  by  the  pupils  or  the  teachers  in  working 
with  the  exercises  in  this  manual. 

The  book  is  unified  by  making  purpose,  selection, 
and  arrangement  the  necessary  prerequisites  of  all 
composition  activities.  It  is  imperative  that  these 
essentials  be  appreciated  and  appUed  if  directness, 
clearness,  and  force  are  to  be  developed  in  oral  and 
written  composition.  In  Part  I,  therefore,  the  exer- 
cises deahng  with  business  subjects  are  related  closely 
to  composition  principles;  in  Part  II,  the  purely 
business  exercises  are  constantly  related  to  the 
composition  principles  developed  in  Part  I. 

Careful  attention  has  been  given  to  oral  composi- 
tion and  grammar.  Fully  one-half  the  book  is 
designed  to  develop  speaking  abihty.  Chapter  IV 
contains  the  correct  forms  of  constructions  which 
give  trouble  in  every-day  speech.  Daily  oral  drill 
upon  selected  exercises  should  aid  the  teacher  in 
securing  grammatically  accurate  oral  compositions 
Such  daily  drill  should  improve  the  conversational 
Enghsh  of  the  pupils.  Written  grammar  has  been 
closely  related  to  composition  activities.     Grammati- 


PREFACE  5 

cal  information,  as  such,  has  been  consigned  to  the 
appendix  for  reference. 

Whenever  practicable,  the  author  has  included 
(a)  preliminary  questions  and  suggestions;  and  (b) 
revision  questions.  Such  questions  will  cultivate 
critical  judgment  and  stimulate  self-reliance  in  the 
pupils,  and  will  save  the  time  of  teachers  and  pupils 
in  the  work  of  indicating  and  correcting  mistakes  in 
form  and  content. 

Many  pages  have  been  devoted  to  business  corre- 
spondence because  training  in  letter  writing  is  essential 
for  boys  and  girls,  whatever  the  general  aim  of  the 
school.  The  letter  models  have  been  written,  for 
the  greater  part,  by  men  who  have  made  letter 
writing  a  study  for  years.  Pupil-letters  have  been 
included  occasionally  for  the  purpose  of  critical 
analysis.  The  author  suggests  that  the  teacher 
determine  in  many  instances  whether  letters  are  to 
be  written  as  in  private  hfe  or  dictated  as  in  business. 
Much  practical  work  can  be  accomplished  if  the  class 
is  occasionally  divided,  when  possible,  into  working 
groups  for  the  purpose  of  writing  shorthand  dictation. 
Such  letters  should  be  dictated  by  pupils  who  have 
carefully  considered  every  aspect  of  the  communica- 
tion before  attempting  the  exercise.  The  pupils 
who  take  the  dictation  should  later  copy  their  notes 
on  the  typewriter,  if  possible,  in  order  to  give  their 
manuscript  a  businesslike  appearance. 

The  book  is  essentially  a  practice  manual,  containing 
over  four  hundred  exercises.  These  exercises  are  ar- 
ranged singly  or  in  groups,  in  such  a  way  that  teachers 
can  see  the  purpose  of  the  group  as  well  as  of  the  indi- 


6  PREFACE 

vidual  exercise  in  developing  and  reenforcing  composi- 
tion principles. 

Subjects  for  sales  talks  have  been  scattered  through- 
out the  book.  These  subjects  are  expected  to  be 
suggestive  merely.  Pupils  should  contribute  similar 
subjects  which  are  concerned  with  their  actual  selling 
experiences.  No  kind  of  exercise  can  be  more  valu- 
able and  interesting  than  this.  The  teacher  should 
see  to  it  that  all  of  the  principles  developed  in  Chapter 
IX  are  applied  in  this  work;  for  a  skillful  sales  talk 
calls  into  play  narrative,  descriptive,  expository, 
and  argumentative  ability. 

The  author  desires  to  make  special  mention  of  his 
indebtedness  to  Mr.  LaFayette  L.  Butler,  who, 
because  of  his  knowledge  of  English  teaching  and 
his  practical  work  in  business,  has  been  able  to  render 
invaluable  aid  in  the  preparation  of  the  manuscript. 
The  author  wishes,  also,  to  acknowledge  his  indebted- 
ness to  Mrs.  Louise  M.  Bullman,  teacher  of  type- 
writing. High  School  of  Commerce,  Springfield, 
Massachusetts;  to  Mr.  Harold  Adin  Nomer,  teacher 
of  EngUsh  and  public  speaking,  the'  Lawrenceville 
School;  to  Mr.  Karl  F.  Adams,  principal  of  the 
High  School  of  Commerce,  Omaha,  Nebraska;  to 
Mr.  Harold  E.  White  of  the  Springfield  Safe  Deposit 
and  Trust  Company;  and  to  the  teachers  of  the 
English  department  of  the  Technical  High  School, 
Springfield,  Massachusetts. 

For  permission  to  use  selections  from  certain  of  their 
publications, thanks  are  due  to: 

Charles  Scribner's  Sons  for  two  paragraphs  from  "A 
Friend  of  Justice"   and   "Little  Rivers,"    by  Henry  van 


PREFACE  7 

Dyke;  The  Review  of  Reviews  for  passage  from  President 
Wheeler's  article  on  football;   D.  Appleton  &  Company  for 
extracts   from   "The  Business  of  Advertising,"  by  E.  E. 
Calkins,  "All  the  Days  of  My  Life,"  by  Amelia  E.  Barr; 
and  three  letters  from  "Life  and  Letters  of  Thomas  Henry 
Huxley  " ;  Hall  &  Locke  Co.  for  selection  from  "  Vocations  " ; 
J.  B.  Lippincott  Company  for  quotation  from  Corbin's  "Me- 
chanical Inventions  of  To-day";    Henry  Holt  and  Com- 
pany for  letter  from  Charles  Lamb  to  Wordsworth,  from 
Lockwood  &  Kelly's  "Letters  that   Live";  The  Atlantic 
Monthly  for  selection  from  "Telephone"  by  Joseph  Hus- 
band; Yale  University  Press  for  passage  from  "Hindrances 
to  Good  Citizenship,"  by  James  Bryce;  The  Outlook  for  ex- 
cerpt from  George  Kennan's  article  on  "Vesuvius,"  in  The 
Outlook  of  July  7,  1906;  G.  P.  Putnam's  Sons  for  citations 
from  "The  American  Business  Woman,"  by  John  H.  Crom- 
well; A.  C.  McClurg  &  Co.  for  paragraph  from  "Ads  and 
Sales,"  by  Herbert  N.  Casson;  Harper  &  Brothers  for  ex- 
tracts   from  "Jane    Eyre,"    by    Charlotte    Bronte,    and 
"  Imagination  in  Business,"  by  Lorin  F.  Deland;  Doubleday, 
Page  &  Company  for  extracts  from  "The  Octopus,"  by 
Frank  Norris,  and  "The  Empire  of  Business,"  by  Andrew 
Carnegie;  The  University  of  Chicago  Press  for  passages 
from  Manly  and  Powell's  "A  Manual  for  Writers";  A.  W. 
Shaw   Company  for    quotations    from   "System";   Victor 
Talking    Machine    Company   for   "Tone"  advertisement; 
Scientific  American  for  article  on  the  aeroplane;  Houghton 
Mifflin  Company  for  quotations  from  Maxwell's  "  Salesman- 
ship";   Chamber  of  Commerce  of  New  York  for  Baron 
Rosen's  speech  at  the  banquet  of  the  Chamber,  November 
21,  1907;    The   Macmillan    Company   for   excerpts   from 
"The  New  New  York,"  by  John  C.  Van  Dyke,  and  from 
"The  Soul  of  the  Far  East,"  by  Percival  LoweU.     Mr.  E. 
C.  HiU  of  The  Sun,  for  the  account  of  the  Yale-Taft  dinner; 
Mr.  Will  Irwin  for  the  account  of  the  San  Francisco  earth- 
quake; Harper's  Weekly  for  "The  Aeroplane,"  by  Francis 
Medhurst;  T.  B.  De  Vinne  for  two  pages  from  "Correct 
Composition,"  by  Theodore  L.  De  Vinne. 


CONTENTS 

PART  ONE.  — PRINCIPLES  OF  ORAL  AND  WRITTEN 
EXPRESSION 

CHAPTER  PAGE 

I.  Purpose,    Plan,    Presentation    in    Speaking    and 

Writing 13 

Application  of  Principles 15 

II.  A  General  Study  of  the  Paragraph 26 

The  Duty  of  a  Paragraph 28 

Paragraphs  in  a  Series 30 

III.  The  Grammar  of  the  Sentence 42 

Definition  of  a  Sentence 42 

Kinds  of  Sentences  According  to  Use 45 

Declarative 45 

Interrogative • 45 

Exclamatory 46 

Imperative       46 

The  Entire  Subject  and  the  Entire  Predicate 46 

Normal  Order 46 

Inverted  Order 48 

Base  and  Modifiers 51 

The  Structure  of  Sentences 55 

Simple 56 

Complex 57 

Compound ,    .    .  59 

IV.  Essentials  of  Oral  Grammar 65 

Rules  and  Exercises  for  Oral  Practice 66 

V.  Capitals  and  Punctuation 93 

VI.  Word  Study 123 

The  Importance  of  Words 123 

How  to  Broaden  the  Vocabulary 123 

The  Origin,  Growth,  and  Decay  of  Words 124 

The  Power  of  Words 126 

Syllabication 142 

Common  Rules  for  Spelling 144 

General  Words  Frequently  Misspelled 146 

Business  Words 155 

Technical  Words 158 

VII.  The  Rhetoric  of  the  Sentence 161 

Unity 161 

Coherence 166 

Emphasis 169 

9 


10  CONTENTS 

VIII.  The  Rhetoric  of  the  Paragraph 177 

Unity 177 

Coherence 182 

Mass     186 

IX.   Kinds  of  Paragraphs 190 

Narrative 190 

Newspaper  Narrative 196 

Descriptive 200 

Expository 205 

Argumentative 214 

X.  Social  Correspondence 223 

PART  TWO.  —  PRINCIPLES  OF  COMPOSITION  APPLIED 
TO  BUSINESS 

XI.  The  Newspaper     . 231 

General  Characteristics 231 

Heading  a  Newspaper      233 

How  News  is  Gathered 234 

Newspaper  Style 235 

XII.   Advertising 247 

The  Benefits  of  Advertising 247 

Ideas  Back  of  Advertising 249 

Purpose 249 

Selection 250 

Arrangement 250 

Testing  Advertisements 251 

Advertisements  Belated  to  Composition  Principles   .    .    .  259 

Narrative      260 

Descriptive 262 

Expository 263 

Argumentative 265 

XIII.  A  General  Study  of  the  Business  Letter    ....  270 

The  Parts  of  a  Business  Letter 272 

The  Heading 272 

The  Introductory  Address 274 

The  Salutation 277 

The  Body 278 

The  Complimentary  Close 278 

The  Signature      279 

Folding  a  Letter 282 

The  Envelope 285 

XIV.  The  Essential  Qualities  of  a  Business  Letter  .    .  290 

Brevity •    •    .•    • 290 

Clearness 291 

Accuracy 291 

Courtesy 291 

Completeness  and  Orderliness  of  Presentation 292 


CONTENTS  11 

XV.   Oral  Aspects  of  Business  Communications   ....  296 

The  Dictation  of  Business  I^etters 296 

The  Telephone  Message 300 

XVI.   Parliamentary  Procedure 303 

XVII.   After-Dinner  Speaking 311 

Introductory 311 

Successful  Qualities  of  an  After-Dinner  Speech  .    ...  316 

Planning  an  After-Dinner  Speech 318 

Delivering  an  After-Dinner  Speech 319 

XVIII.  Banks  and  Banking  Forms 322 

Banks,  Their  Kinds  and  Functions 322 

Checks 324 

Bank  Drafts      327 

The  Promissory  Note 328 

XIX.   Types  of  Business  Letters      332 

Letters  of  Application 332 

Letters  of  Recommendation  and  Introduction 336 

Letters  Ordering  and  Acknowledging  Goods 339 

Letters  Containing  Inclosures 344 

Letters  Requesting  Extension  of  Time 347 

Letters  Requesting  Payment 349 

Letters  Answering  Complaints 354 

Form  and  Sales  Letters 358 

Telegrams,  Night  Letters,  Cablegrams 368 

XX.   Scientific  AND  Technical  Description:  Specification.  372 

Purpose  of  Specifications 372 

Specifications  Distinguished 372 

Specifications  Applied  to  Business  Correspondence  .    .    .  384 

PART  THREE.  —  APPENDIX 

A.  The  Parts  of  Speech     389 

B.  Model  Extracts  and  Model  Outlines 410 

C.  Abbreviations,  Contractions,  Grammar  Practice    .    .    .  421 

D.  Sales  Talks,  Vocational  Topics 429 

E    Signs  Used  in  Proof  Reading 434 

F.  Bibliography 436 


ENGLISH  FOR  BUSINESS 

PART  ONE 
PRINCIPLES  OF  ORAL  AND  WRITTEN  EXPRESSION 

Chapter  I 

PURPOSE,  PLAN,   AND  PRESENTATION  IN   SPEAKING 
AND   WRITING 

**  The  difference  between  men  who  succeed  and 
men  who  fail,"  says  James  Bryce,  "is  not  so  much 
as  we  commonly  suppose  due  to  differences  in 
intellectual  capacity.  The  difference  which  counts 
for  most  is  that  between  activity  and  slackness; 
between  the  man  who,  observing  alertly  and  re- 
flecting incessantly,  anticipates  contingencies  before 
they  occur,  and  the  lazy,  easy-going,  slowly-moving 
man  who  is  roused  with  difficulty,  will  not  trouble 
himself  to  look  ahead,  and  so  being  taken  unpre- 
pared loses  or  misuses  the  opportunities  that  lead 
to  fortune." 

In  no  field  of  endeavor  is  success  more  depend- 
ent upon  anticipating  contingencies  before  they 
arise  than  in  writing  or  speaking.  He  who  would 
succeed  in  any  kind  of  composition  activity  must 
be  able  to  see  the  end  toward  which  he  is  direct- 
ing his  own  and  another's  thoughts.    He  must  be 

13 


14  ENGLISH  FOR  BUSINESS 

capable  of  appreciating  at  the  outset  what  ideas 
will  help  him  accomphsh  his  purpose;  he  must 
know  the  relative  value  of  his  thoughts  so  that  he 
can  arrange  them  in  an  effective  order;  and,  finally, 
he  must  throw  himself  heart  and  soul  into  his  work 
and  write  or  speak  with  enthusiasm,  sincerity,  and 
conviction. 

The  success  of  an  advertiser's  work,  for  example, 
depends  largely  upon  his  ability  to  awaken  in  the 
public  a  desire  for  what  he  has  to  supply,  whether 
it  be  entertainment,  service,  merchandise,  or  what 
not.  To  attain  this  object  he  famiharizes  himself 
with  whatever  he  wishes  to  advertise  so  that  he  can 
exhibit  its  special  advantages  in  the  most  telling 
way.  He  selects  such  qualities  as  he  believes  will 
appeal  most  strongly  to  those  for  whom  his  spe- 
cialty is  designed.  He  omits  or  barely  mentions 
certain  attributes,  and  emphasizes  others.  He 
then  organizes  this  selected  material  and  presents 
it  in  a  form  both  striking  and  convincing. 

In  the  same  way,  it  will  be  well  for  us,  in  our 
work  throughout  this  book,  to  famiharize  ourselves 
with  the  details  of  each  problem,  in  order  to  de- 
termine: first,  what  we  wish  to  say  (our  purpose); 
second,  how  we  can  plan  our  material  (the  selection 
and  arrangement  of  our  ideas) ;  and,  lastly,  how  we 
can  present  our  thoughts  so  as  to  make  them  direct, 
clear,  and  forceful  (our  composition). 

These  basic  principles  may  be  expressed  in  the 
following  form. 


PURPOSE,   PLAN,  AND   PRESENTATION  15 

I.   Purpose :  the  specific  aim  for  which  the  writing 

or  speaking  is  done 
n.   Plan  or  Outline  : 

A.  Selection  of  ideas  to  meet  the  purpose 

B.  Arrangement  of  ideas  to  meet  the  purpose 
III.   Presentation  :  speaking  or  writing  with  direct- 
ness, clearness,  and  force 

Exercise  1.  —  Oral  and  Written 

(Application  of  Principles) 

1.  Determine  upon  a  specific  purpose,  and  select 
those  topics  which  will  be  effective  in  developing  any 
one  of  the  following  subjects. 

1.  The  uses  of  electricity  in  the  advertising  business. 

2.  The  uses  of  electricity  in  transportation. 

3.  The  uses  of  electricity  in  transmitting  messages. 

Model  outline : 

I.    Purpose :  to  show  the  advantages  of  electricity 

in  fighting 
n.   Plan: 

A.  Advantages  in  indoor  lighting 

1.  Safety  4.    Cost 

2.  Comfort  5.    Quality  of  the  light 

3.  Convenience 

B,  Advantages  in  outdoor  lighting 

1 .  Convenience  in  the  method  of  starting 

2.  Cost 

3.  Quality  of  the  light 

Note:  All  disadvantages  are  kept  out.  They  would  be 
foreign  to  the  subject.     All  other  ideas  connected  with  elec- 


16  ENGLISH  FOR  BUSINESS 

tricity  except  the  one  of  its  advantages  are,  because  of  the 
purpose,  excluded. 

2.  Make  a  list  of  ideas  about  electricity  suggested 
by  your  subject  which,  if  introduced,  would  make  your 
composition  rambling. 

3.  Imagine  you  are  a  high  school  boy  who  wishes  to 
secure  subscribers  for  the  Saturday  Evening  Post.  With 
such  a  purpose  in  mind,  select  and  arrange  the  argu- 
ments you  would  use  in  trying  to  place  this  pubhcation 
in  a  home  the  spirit  of  which  is  reflected  by  any  one  of 
the  following  replies:  (1)  "  I  don't  want  it."  (2)  "  Call 
again."  (3)  "  I  am  too  busy  to  talk  to-day."  (4)  "  I'll 
think  it  over."  (5)  "I  take  too  many  magazines." 
(6)  "I  can't  afford  it."    (7)  "I'm  too  busy  to  read  it." 

4.  Develop  into  an  oral  composition  the  plan  pro- 
duced in  the  preceding  exercise. 

6.  In  the  following  description  what  particular  char- 
acteristic of  the  room  is  it  the  purpose  of  the  author 
to  present.? 

The  red  room  was  a  spare  chamber,  very  seldom  slept  in; 
yet  it  was  one  of  the  largest  and  stateliest  chambers  in  the 
mansion.  A  bed,  supported  on  massive  pillars  of  mahogany, 
hung  with  curtains  of  deep  red  damask,  stood  out  like  a  tab- 
ernacle in  the  center;  the  two  large  windows,  with  their  blinds 
always  drawn  down,  were  half  shrouded  in  festoons  and  falls 
of  similar  drapery;  the  carpet  was  red;  the  table  at  the  foot 
of  the  bed  was  covered  with  a  crimson  cloth;  the  walls  were 
a  soft  fawn  color,  with  a  blush  of  pink  in  it;  the  wardroWfe, 
the  toilet  table,  the  chairs,  were  of  darkly-polished  oM  ma- 
hogany. Out  of  these  deep  surrounding  shades  rose  high  and 
glared  white,  the  piled-up  mattresses  and  pillows  of  the  bed, 
spread  with  a  snowy  Marseilles  counterpane.  Scarcely  less 
prominent  was  an  ample,  cushioned  easy-chair  near  the  head 


PURPOSE,   PLAN,  AND  PRESENTATION  17 

of  the  bed,  also  white,  with  a  footstool  before  it;  and  look- 
ing, as  I  thought,  like  a  pale  throne.  This  room  was  chill, 
because  it  seldom  had  a  fire;  it  was  silent,  because  remote 
from  the  nursery  and  kitchen;  solemn,  because  it  was  known 

to  be  seldom  entered. 

Charlotte  Bronte:  Jane  Eyre. 
(Adapted.) 

6.  From  the  foregoing  select  those  details  which  give 
a  picture  of  the  room  as  a  whole;  those  which  picture 
the  room  in  detail;  those  which  give  the  general  effect 
to  the  onlooker.  What  is  the  value  of  the  order  in 
which  these  points  are  presented? 

7.  With  the  distinct  purpose  of  showing  that  this  is 
a  very  old  room,  rewrite  this  description  using  the  sub- 
joined outline. 

Plan: 

A.  Room  as  a  whole 

1 

2 

3 

etc.  (if  more) 

B.  Room  in  detail 

1 

2 

3 

etc.  (if  more) 

C.  General  effect  of  the  room 

8.  With  these  descriptions  of  rooms  in  mind,  write 
a  description  on  one  of  the  following  subjects.  De- 
termine upon  a  purpose  in  making  this  description; 
base  the  plan  on  this  purpose.  If  the  plan  differs  from 
the  foregoing  model  outline,  give  the  reason. 


18  ENGLISH  FOR  BUSINESS 

1.  A  dressing  room  in  confusion. 

2.  School  lunch  room  at  recess. 

3.  Our  dining  room  on  Christmas  morning. 

4.  The  engine-room  on  a  steamer. 

5.  The  main  floor  of  a  store,  Christmas  week. 

6.  A  millinery  department  of  a  large  store  at  a  spring 
opening. 

7.  A  dining  room  at  a  church  social. 

8.  A  subway  station  at  midnight. 

9.  A  subway  station  during  rush  hour. 
10.  A  waiting  room  at  the  dentist's. 

9.  Study  the  following  description  to  determine  its 
purpose.  Read  that  part  which  most  clearly  shows 
the  purpose  of  the  author  in  writing  it.  Gather 
all  the  other  points  that  contribute  to  the  purpose. 
Could  any  of  the  topics  be  omitted  without  loss  to 
the  purpose? 

The  table  was  taken  as  if  by  assault;  the  clatter  of  iron 
knives  upon  the  tin  plates  was  as  the  reverberation  of 
hail  upon  a  metal  roof.  The  ploughmen  rinsed  their 
throats  with  great  draughts  of  wine,  and,  their  elbows 
wide,  their  foreheads  flushed,  resumed  the  attack  upon 
the  beef  and  bread,  eating  as  though  they  would  never 
have  enough.  All  up  and  down  the  long  table,  where  the 
kerosene  lamps  reflected  themselves  deep  in  the  oil-cloth 
cover,  one  heard  the  incessant  sounds  of  mastication  and 
saw  the  uninterrupted  movement  of  great  jaws.  At  every 
moment  one  or  another  of  the  men  demanded  a  fresh  por- 
tion of  beef,  another  pint  of  wine,  another  half-loaf  of 
bread.  For  upwards  of  an  hour  the  gang  ate.  It  was  no 
longer  supper.     It  was  a  veritable  barbecue,  a  rude  and 

primitive  feasting,  barbaric,  homeric. 

Frank  Norris:   The  Octopus. 


PURPOSE,   PLAN,  AND  PRESENTATION  19 

10.  Write  a  description  of  a  meal  at  a  "quick- 
lunch  room."  Determine  upon  a  definite  purpose, 
and  from  this  construct  a  plan  (e.g.,  the  purpose  may 
be  to  show  the  slow  service  in  the  "quick-lunch" 
room,  or  the  untidiness  of  the  place,  or  the  hunger  of 
the  crowd). 

11.  Examine  the  following  business  letter.  For  what 
purpose  was  it  written  ?  What  ideas  were  selected  to 
meet  this  purpose.'^  Outhne  the  letter  to  show  the 
reason  for  the  writer's  arrangement  of  his  thoughts. 

Note  the  position  of  (a)  the  firm  name,  (6)  the 
place  and  date  of  writing,  (c)  the  name  of  the  person 
addressed,  (d)  the  salutation,  (e)  the  opening  sen- 
tence of  the  letter,  (/)  the  relative  position  of  the 
first  word  of  every  paragraph,  (g)  the  comphmentary 
close,  (h)  the  signature.  Observe  carefully  the  punc- 
tuation of  these  parts  of  the  letter.  Read,  in  connec- 
tion with  this  study,  model  letter.  Chapter  XIII. 

NORMAN   J.   WHITE  FRANK   J.    PARKMAN  WILLIAM   G.    CLARK 

Presideni  Vice-President  Treasurer 

ALLIED  STORES  COMPANY 

White,  Parkman  4  Clark  Store 

Buffalo,  N.  Y.,  Oct.  26,  1916 
Mr.  Henry  R.  Williams, 
225  Brown  St., 
Buffalo,  N.  Y. 

My  dear  Sir: 

When  the  Allied  Stores  Company  was  incorporated, 
an  opportunity  was  given  to  subscribe  to  its  stock;  but 
as  there  was  no  immediate  need  for  funds,  no  special  effort 


20  ENGLISH  FOR  BUSINESS 

was  made  to  secure  stockholders.  Many  friends  and 
patrons  of  this  store  have  welcomed  an  opportunity  to 
share  in  its  prosperity  and  we  beUeve  that  there  are  many 
others  who  would  gladly  avail  themselves  of  this  unusual 
chance  if  they  were  acquainted  with  the  strong  features  of 
this  desirable  investment. 

Splendid  progress  is  being  made  in  the  fine  six-story 
structure  which  will  be  a  part  of  the  completed  Buffalo 
store.  Up  to  the  present,  this  building  has  been  erected 
largely  out  of  the  profits  of  the  business  and  now,  as  funds 
will  be  required  for  its  completion,  a  portion  of  the  stock 
outstanding  will  be  sold  to  local  investors. 

In  distributing  this  stock  among  our  patrons,  we  pre- 
fer that  it  be  sold  in  small  lots,  for  our  chief  reason  in 
this  method  of  sale  is  to  secure  a  large  number  of  share- 
holders who  thereby  become  partners  with  us  in  the  busi- 
ness, giving  us  their  loyal  support. 

With  the  period  of  business  depression  now  nearly 
over,  we  are  on  the  threshold  of  the  greatest  era  of  pros- 
perity this  country  has  ever  known,  and  in  the  face  of  the 
coming  good  times,  this  opportunity  to  share  in  the  profits 
of  a  combination  of  big  successful  stores  looks  doubly 
attractive. 

If  you  are  in  doubt  about  any  phase  of  this  invest- 
ment, or  should  like  to  know  more  about  this  exceptional 
opportunity,  mail  the  inclosed  card  and  our  representative 
will  be  pleased  to  call  upon  you. 

Very  truly  yours, 

William  G.  Clark,  Treasurer 

12.  What  is  the  purpose  of  the  following  student  let- 
ter? WTiat  facts  ordinarily  helpful  under  such  circum- 
stances are  omitted  ?  What  information  is  introduced 
that  has  no  bearing  upon  the  purpose  .^^  Rewrite  this 
crude  letter.    Make  it  direct,  definite,  clear. 


PURPOSE,   PLAN,  AND   PRESENTATION  21 

Springfield,  Mass.,  March  28,  1917 

Superintendent  of  N.  Y.  C.  R.  R., 

New  York,  N.  Y. 
Dear  Sir: 

On  arriving  in  Springfield,  on  the  8 :  45  a.m.  train  Fri- 
day, I  immediately  discovered  the  absence  of  my  valise.  It 
is  a  black,  doctor's  vafise,  bearing  the  initials  J.  T.  The  rea- 
son that  I  prize  the  vafise  is  that  it  is  made  of  the  best 
morocco  leather  obtainable,  and  secondly,  the  valise  contained 
a  pearl  necklace  which  I  bought  for  my  wife's  birthday.  The 
train  I  was  on  reached  New  York  at  12  o'clock. 

Hoping  to  hear  from  you  as  to  the  success  of  the  search, 
I  remain  ^         ^    , 

Yours  truly,         j^cob  Thorndike 

13.  Write  a  business  letter  on  any  one  of  the  following 
subjects.  Determine  upon  a  purpose.  Make  an  out- 
line to  meet  this  purpose.  For  the  punctuation  and 
arrangement  of  your  letter,  study  model,  page  271. 

1.  Read  the  following  advertisement. 

THE  DESPLAND 

LARGEST   AND   MOST  MODERN  HOTEL    AT 

DAYTONA 

ON  THE  FAMOUS  FLORIDA   "eAST  COAST " 

NOW  OPEN.  Superb  ocean  beach,  sea  bathing, 
golf,  tennis,  boating,  dancing,  orchestra.  Accom- 
modates 250.  Many  private  baths.  Hot  and 
cold  running  water  in  practicaUy  every  room; 
elevator,  steam  heat,  electric  light.  Superior 
Cuisine.    Booklet  on  Application. 

Leon  M.  Waite,  Mgr.,  Summer  Hotel, 
Soo-Nipi  Park  Lodge, 
Lake  Sunapee,  N.  H. 


22  ENGLISH  FOR  BUSINESS 

a.  You  are  a  junior  in  the  Orlando  (Florida)  High  School. 
You  wish  to  secure  a  position  as  bell  boy  in  "The  Despland." 
Apply  for  the  position.  (Consult  Chapter  XIX  for  a  model 
letter  of  application.) 

b.  You  expect  to  be  in  Daytona  for  a  few  days  next 
winter  with  a  party  of  eight.  You  wish  to  get  information 
in  advance  as  to  the  possible  accommodations  and  rates  for 
such  a  party,  during  the  first  week  in  January.  Ask  also 
for  the  booklet  mentioned  in  the  advertisement. 

2.  You  wish  to  resign,  on  account  of  numerous  out- 
side activities,  from  membership  in  a  certain  club. 

14.  Compare  the  following  social  letter  with  the  busi- 
ness letter  given  in  Exercise  11. 

Method:  Observe  the  difference  in  purpose,  tone,  and 
form.     Read  Chapter  X. 

January  30,  1801. 
Dear  Wordsworth, 

I  ought  before  this  to  have  replied  to  your  very  kind  invi- 
tation into  Cumberland.  With  you  and  your  sister  I  could 
gang  anywhere ;  but  I  am  afraid  whether  I  shaU  ever  be  able 
to  afford  so  desperate  a  journey.  Separate  from  the  pleasure 
of  your  company,  I  don't  much  care  if  I  never  see  a  moun- 
tain in  my  life.  I  have  passed  all  my  days  in  London,  until 
I  have  formed  as  many  and  intense  local  attachments  as  any 
of  you  mountaineers  can  have  done  with  dead  nature.  The 
lighted  shops  of  the  Strand  and  Fleet  Street;  the  innumer- 
able trades,  tradesmen,  and  customers,  coaches,  wagons, 
playhouses ;  all  the  bustle  round  about  Covent  Garden ;  .  .  . 
the  watchmen;  Hfe  awake,  at  all  hours  of  the  night;  the 
impossibility  of  being  dull  in  Fleet  Street;  the  crowds,  the 
very  dirt  and  mud,  the  sun  shining  upon  houses  and  pave- 
ments, the  print-shops,  the  old  book-stalls,  parsons  cheapen- 


PURPOSE,  PLAN,  AND  PRESENTATION  23 

ing  books,  coffee-houses,  steams  of  soups  from  kitchens,  the 
pantomimes  —  London  itself  a  pantomime  and  a  masquer- 
ade —  all  these  things  work  themselves  into  my  mind,  and 
feed  me,  without  a  power  of  satiating  me.  The  wonder  of 
these  sights  impels  me  into  night-walks  about  her  crowded 
streets,  and  I  often  shed  tears  in  the  motley  Strand  from 
fulness  of  joy  at  so  much  life.  All  these  emotions  must  be 
strange  to  you ;  so  are  your  rural  emotions  to  me.  But  con- 
sider, what  must  I  have  been  doing  all  my  hfe  not  to  have 
lent  great  portions  of  my  heart  with  usury  to  such  scenes? 

My  attachments  are  all  local,  purely  local.  I  have  no 
passion  or  have  had  none  since  I  was  in  love,  and  then 
it  was  the  spurious  engendering  of  poetry  and  books,  for 
groves  and  valleys.  The  rooms  where  I  was  born,  the  fur- 
niture which  has  been  before  my  eyes  all  my  life,  a  book- 
case which  has  followed  me  about  like  a  faithful  dog  (only 
exceeding  him  in  knowledge),  wherever  I  have  moved,  old 
chairs,  old  tables,  streets,  squares,  where  I  have  sunned 
myself;  my  old  school  —  these  are  my  mistresses.  Have  I 
not  enough,  without  your  mountains?  I  do  not  envy  you. 
I  should  pity  you,  did  I  not  know  that  the  mind  will  make 
friends  of  anything.  Your  sun,  and  moon,  and  skies,  and 
hills,  and  lakes,  affect  me  no  more,  or  scarcely  come  to  me 
in  more  venerable  characters,  than  as  a  gilded  room  with 
tapestry  and  tapers,  where  I  might  live  with  handsome 
visible  objects.  I  consider  the  clouds  above  me  but  as  a 
roof  beautifully  painted,  but  unable  to  satisfy  the  mind: 
and  at  last,  like  the  pictures  of  the  apartment  of  the  con- 
noisseur, unable  to  afford  him  any  longer  a  pleasure.  So 
fading  upon  me,  from  disuse,  have  been  the  beauties  of 
Nature,  as  they  have  been  confinedly  called;  so  ever  fresh, 
and  green,  and  warm  are  all  the  inventions  of  men,  and 
assemblies  of  men  in  this  great  city.  I  should  certainly 
have  laughed  with  dear  old  Joanna. 

Give  my  kindest  love,  and  my  sister's,  to  D.  and  your- 


24  ENGLISH  FOR  BUSINESS 

self;    and  a  kiss   from   me  to  little  Barbara  Lewthwaite. 

Thank  you  for  liking  my  play.  ^   ,      i. 

C  Lamb 

15.  Write  a  social  letter  upon  any  one  of  the  fol- 
lowing subjects. 

1.  A  "hike"  —  the  crowd,  the  trip,  the  building  of  the 
fire,  the  cooking  of  the  meal,  the  lunch,  the  fishing,  and  the 
results. 

2.  A  school  social  —  plans,  their  execution,  the  social, 
results.  The  closing  of  the  school  year,  the  coming  gradu- 
ation, summer  anticipations. 

3.  Affairs  of  interest  at  home  —  the  new  tennis  court. 
Changes  at  school  —  the  new  gymnasium  apparatus,  the 
new  instructor,  his  plans  for  forming  classes  in  wrestling 
and  boxing.    Doings  at  the  Club. 

16.  Write  a  story  with  the  purpose  of  showing  hero- 
ism during  a  fire  in  the  cutting  room  of  a  shirt-waist 
factory.  (Consult  model  narrative  outline,  Appendix 
B.    Consult  also  revision  questions,  Chapter  IX.) 

17.  Your  purpose  is  to  convince  your  teacher  that 
no  home  work  should  be  given  over  Sunday.  Prove 
that  Monday  should  be  used  in  a  review  of  the  pre- 
ceding week's  work.  Select  only  those  topics  that 
will  convince  her  as  to  the  truth  of  your  proposition. 
Reject  all  others.  Arrange  in  the  order  of  impor- 
tance, putting  the  strongest  last,  the  evidence  you  are 
able  to  gather.  (Consult  model  argumentative  out- 
line, Appendix  B.  Consult  also  revision  questions, 
Chapter  IX.) 

18.  Relate  orally  the  career  of  some  man  of  busi- 
ness to  show  how  imagination  was  the  secret  of  his 
success.     If  possible,  choose  a  man  of  your  town. 


PURPOSE,   PLAN,  AND   PRESENTATION  25 

19.  Relate  orally  the  career  of  Dorothea  Dix. 
Show  how  her  love  of  hiunanity  made  her  a  power  in 
two  hemispheres. 

General  Summary 

A  careful  consideration  of  the  varied  models 
of  this  chapter,  together  with  the  exercises  as- 
signed for  practice,  should  show  that  purpose  and 
plan  are  the  essential  prerequisites  for  all  kinds 
of  composition  activities. 


Chapter  II 

A    GENERAL    STUDY    OF    THE    PARAGRAPH 

Read  carefully  the  following  extract.  Why  is 
the  first  sentence  indented?  State  the  central  idea 
of  the  paragraph  in  a  single  sentence.  Is  there  a 
sentence  in  which  it  is  expressed.^  Give  the  para- 
graph a  title  based  on  the  central  idea.  Show  how 
all  the  numerous  details  are  related  to  this  central 
idea.  In  what  way  do  they  help  to  distinguish  the 
Broadway  of  Tokio  from  other  streets?  Make  an 
outline  which  shows  the  various  attractions  of  the 
street  described,  and  the  interesting  details  about 
these  attractions. 

To  stroll  down  the  Broadway  of  Tokio  of  an  evening  is  a 
liberal  education  in  everyday  art.  As  you  enter  it,  there 
opens  out  in  front  of  you  a  fairylike  vista  of  illumination. 
Two  long  lines  of  gaily  lighted  shops,  stretching  off  into  the 
distance,  look  out  across  two  equally  endless  rows  of  torchlit 
booths,  the  decorous  yellow  gleam  of  the  one  contrasting 
strangely  with  the  demoniacal  red  flare  of  the  other.  This 
perspective  of  pleasure  fulfills  its  promise.  As  your  feet  fol- 
low your  eyes,  you  find  yourself  in  a  veritable  shoppers'  para- 
dise, the  galaxy  of  twinkle  resolving  into  worlds  of  delight. 
Nor  do  you  long  remain  a  mere  spectator;  for  the  shops  open 
their  arms  to  you.  No  cold  glass  reveals  their  charms  only 
to  shut  you  off.  Their  wares  lie  invitingly  exposed  to  the 
public,  seeming  to  you  already  half  your  own.     At  the  very 

26 


GENERAL  STUDY  OF  THE  PARAGRAPH  27 

first  you  come  to,  you  stop  involunteirily,  lost  in  admiration 
over  what  you  take  to  be  bric-a-brac.  It  is  only  afterwards 
you  learn  that  the  object  of  your  ecstasy  was  the  commonest 
of  kitchen  crockery.  Next  door  you  halt  again,  this  time  in 
front  of  some  leathern  pocketbooks,  stamped  with  designs  in 
color  to  tempt  you  instantly  to  empty  your  wallet  for  more 
new  ones  than  you  will  ever  have  the  means  to  fill.  If  you 
do  succeed  in  tearing  yourself  away  pursewhole,  it  is  only  to 
fall  a  victim  to  some  painted  fans  of  so  exquisite  a  make  and 
decoration  that  escape,  short  of  possession,  is  impossible. 
Opposed  as  stubbornly  as  you  may  be  to  idle  purchase  at 
home,  here  you  will  find  yourself  the  prey  of  an  acute  case  of 
shopping  fever  before  you  know  it.  Nor  will  it  be  much  con- 
solation subsequently  to  discover  that  you  have  squandered 
your  patrimony  upon  the  most  ordinary  articles  of  every- 
day use.  If  in  despair  you  turn  for  refuge  to  the  booths,  you 
will  but  have  delivered  yourself  into  the  embrace  of  still 
more  irresistible  fascinations ;  for  the  nocturnal  squatters 
are  there  for  the  express  purpose  of  catching  the  susceptible. 
The  shops  were  modestly  attractive  from  their  nature,  but 
the  booths  dehberately  make  eyes  at  you,  and  with  telling 
effect.  The  very  atmosphere  is  bewitching.  The  lurid 
smurkiness  of  the  torches  lends  an  appropriate  weirdness 
to  the  figure  of  the  uncouthly  clad  pedlar  who,  with  the  po- 
liteness of  the  archfiend  himself,  displays  to  an  eager  group 
the  fatal  fascinations  of  some  new  conceit.  Here  the  latest 
thing  in  inventions,  a  guttapercha  rat,  which,  for  reasons 
best  known  to  the  vender,  scampers  about  squeaking  with 
a  mimicry  to  shame  the  original,  holds  an  admiring  crowd 
spellbound  with  mingled  trepidation  and  delight.  There  a 
native  zoetrope,  indefatigable  round  of  pleasure,  whose  top 
fashioned  £ifter  the  type  of  a  turbine  wheel  enables  a  candle 
at  the  centre  ingeniously  to  supply  both  illumination  and 
motive  power  at  the  same  time,  affords  to  as  many  as  can 
find  room  on  its  circumference  a  peep  at  the  composite  antics 


28  ENGLISH  FOR  BUSINESS 

of  a  consecutively  pictured  monkey  in  the  act  of  jumping  a 
box.  Beyond  this  "wheel  of  life"  hes  spread  out  on  a  mat 
a  most  happy  family  of  curios,  the  whole  of  which  you  are 
quite  prepared  to  purchase  en  bloc;  while  a  Uttle  farther 
on  stands  a  flower  show  which  seems  to  be  coyly  beckoning 
to  you,  as  the  blossoms  nod  their  heads  to  an  imperceptible 
breeze.  So  one  attraction  fairly  jostles  its  neighbor  for  rec- 
ognition from  the  gay  thousands  that  like  yourself  stroll  past 
in  hohday  delight.  Chattering  children  in  brilliant  colors, 
voluble  women  and  talkative  men  in  quieter  but  no  less  pic- 
turesque costumes,  stream  on  in  kaleidoscopic  continuity. 
And  you,  carried  along  by  the  current,  wander  thus  for  miles 
with  the  tide  of  pleasure  seekers,  till,  late  at  night,  when 
at  last  you  turn  reluctantly  homeward,  you  feel  as  one  does 
when  wakened  from  some  too  delightful  dream. 

Percival  Lowell:   The  Soul  of  the  Far  East. 

What  do  you  note  about  the  length  of  the  fol- 
lowing paragraph.^  What  is  its  central  idea.'^  How 
many  sentences  does  the  author  use  in  conveying 
that  idea.? 

All  that  progressives  ask  or  desire  is  permission  —  in  an 
era  when  "development,"  "evolution,"  is  the  scientific  word 
—  to  interpret  the  Constitution  according  to  the  Darwinian 
principle ;  aU  they  ask  is  recognition  of  the  fact  that  a  nation 
is  a  living  thing  and  not  a  machine. 

WooDROw  Wilson:   The  New  Freedom. 

1.  The  Duty  of  the  Paragraph.  —  Thoughts 
which  are  closely  related  to  one  another  and 
which  help  to  develop  one  central  or  dominating 
idea,  are  grouped  together.  Occasionally  our 
thoughts  upon  a  single  topic  can  be  expressed  in 
a  single  sentence.    Such  is  the  case  in  dialogue 


GENERAL  STUDY  OF  THE  PARAGRAPH  29 

and  in  certain  kinds  of  business  letters.  More 
often,  as  in  the  first  illustration,  the  topic  is  of 
such  breadth  that  it  requires  a  series  of  sentences 
for  its  development.  In  such  an  instance,  because 
all  the  sentences  have  contributed  to  one  main 
thought  and  have  been  closely  related  to  one 
another,  a  singleness  of  impression  is  secured. 
The  first  duty  of  a  paragraph,  then,  is  to  convey 
a  sense  of  oneness  among  the  related  parts  in 
their  general  effect.  A  paragraph,  therefore,  may 
be  (a)  a  single  sentence  developing  one  topic,  or 
(6)  a  group  of  closely  related  sentences  develop- 
ing one  topic. 

From  this  we  can  see  that  every  paragraph 
has  a  purpose.  In  the  description  from  *'The 
Soul  of  the  Far  East,"  the  purpose  was  expressed 
in  the  fkst  sentence.  The  sentences  which  fol- 
lowed helped  to  illustrate  the  opening  assertion 
that  "to  stroll  down  the  Broadway  of  Tokio  of 
an  evening  is  a  liberal  education  in  everyday 
art." 

Furthermore,  every  sentence  of  a  paragraph  must 
contribute  to  the  paragraph  purpose.  Your  anal- 
ysis of  Lowell's  description  will  show  how  every 
sentence  aims  to  develop  the  idea  of  the  knowl- 
edge to  be  gained  by  a  stroll  down  this  famous 
business  street.  Thus  the  sentences  in  every 
paragraph,  as  in  the  foregoing  illustration,  must 
show  teamwork;  they  must  all  work  together  to 
make  the  general  purpose  effective.     To  use  a 


30  ENGLISH  FOR  BUSINESS 

sentence  which  does  not  contribute  to  the  para- 
graph purpose  is  hke  inviting  one  of  your  oppo- 
nents to  help  you  play  against  your  rivals. 

The  paragraph  purpose  is  often  expressed  in 
the  opening  or  closing  sentence,  known  as  the 
topic  sentence.  Many  paragraphs,  perfect  in  con- 
struction, are  frequently  so  organized  as  to  leave 
to  the  reader  himself  the  task  of  determining  the 
writer's  purpose.  In  such  instances,  the  purpose 
is  so  evident  that  it  may  easily  be  summarized  in 
a  sentence  of  the  reader's  invention. 

A  clear-cut  expression  of  the  purpose  of  the 
paragraph  assists  (a)  the  writer  in  the  presenta- 
tion of  his  thought,  for  it  supplies  the  foundation 
upon  which  he  may  build  his  paragraph;  and 
(6)  the  reader  in  discovering  instantly  the  cen- 
tral idea  which  the  writer  is  about  to  develop. 

Exercise  2. — Written 
Write  a  single  paragraph: 

1.  In  which  the  topic  is  developed  in  a  single  sentence. 

2.  In  which  the  paragraph  opens  with  the  topic  sen- 
tence and  is  developed  in  detail  by  closely  related  sentences. 

Note:  The  teacher  will  be  wise  in  making  sure  that 
the  topic  ideas  are  not  too  broad.  Such  subjects  as  "A 
Circus  Parade,"  "  The  Street  I  Live  on,"  "  My  Favorite 
Amusement,"  etc.,  ought  to  lend  themselves  to  adequate 
treatment. 

2.  Paragraphs  in  a  Series.  —  Thus  far  we  have 
centered  interest  on  the  isolated  paragraph.  ^  But 


GENERAL  STUDY  OF  THE  PARAGRAPH  31 

the  subject  under  consideration  may  be  so  broad 
that  an  attempt  to  handle  it  in  a  single  paragraph 
would  bewilder  the  reader  and  give  an  unwieldi- 
ness  of  effect.  Therefore,  we  have  to  resort  to  the 
use  of  related  paragraphs.  Read  the  following 
expositions. 

Wealth  has  hitherto  been  distributed  in  three  ways:  the 
first  and  chief  one  is  by  willing  it  at  death  to  the  family. 
Now,  beyond  bequeathing  to  those  dependent  upon  one  the 
revenue  needful  for  modest  and  independent  living,  is  such  a 
use  of  wealth  either  right  or  wise?  I  ask  you  to  think  over 
the  result,  as  a  rule,  of  millions  given  over  to  young  men  and 
women,  the  sons  and  daughters  of  the  millionaire.  You  wiU 
fmd  that,  as  a  rule,  it  is  not  good.  Nothing  is  truer  than 
this,  that  as  a  rule  the  "almighty  dollar"  bequeathed  to  sons 
or  daughters  by  millions  proves  an  almighty  curse.  It  is 
not  the  good  of  the  child  which  the  millionaire  parent  con- 
siders when  he  makes  these  bequests,  it  is  his  own  vanity; 
it  is  not  affection  for  the  child,  it  is  self-glorification  for  the 
parent  which  is  at  the  root  of  this  injurious  disposition  of 
wealth.  There  is  only  one  thing  to  be  said  for  this  mode,  it 
furnishes  one  of  the  most  efficacious  means  of  rapid  distri- 
bution of  wealth  ever  known. 

There  is  a  second  use  of  wealth,  less  common  than  the 
first,  which  is  not  so  injurious  to  the  community,  but  which 
should  bring  no  credit  to  the  testator.  Money  is  left  by 
millionaires  to  pubHc  institutions  when  they  must  relax  their 
grasp  on  it.  There  is  no  grace,  and  can  be  no  blessing,  in 
giving  what  cannot  be  withheld.  It  is  no  gift,  because  it  is 
not  cheerfully  given,  but  only  granted  at  the  stern  summons 
of  death.  The  miscarriage  of  these  bequests,  the  litigation 
connected  with  them,  and  the  manner  in  which  they  are 
frittered  away,  seem  to  prove  that  the  Fates  do  not  regard 


32  ENGLISH  FOR  BUSINESS 

them  with  a  kindly  eye.  We  are  never  without  a  lesson  that 
the  only  mode  of  producing  lasting  good  by  giving  large  sums 
of  money  is  for  the  miUionaire  to  give  as  close  attention  to 
its  distribution  during  his  hfe  as  he  did  to  its  acquisition. 
We  have  to-day  the  noted  case  of  five  or  six  miUions  of  dol- 
lars left  by  a  great  lawyer  to  found  a  public  hbrary  in  New 
York,  an  institution  needed  so  badly  that  the  failure  of  this 
bequest  is  a  misfortune.  It  is  years  since  he  died;  the  will 
is  pronounced  invaUd  through  a  flaw,  although  there  is  no 
doubt  of  the  intention  of  the  donor.  It  is  sad  commentary 
upon  the  folly  of  men's  holding  the  millions  which  they  cannot 
use  until  they  are  unable  to  put  them  to  the  end  they  desire. 
Peter  Cooper,  Pratt  of  Baltimore,  and  Pratt  of  Brooklyn, 
and  others  are  the  type  of  men  who  should  be  taken  by  you 
as  your  model;  they  distributed  their  surplus  during  life. 

The  third  and  the  only  noble  use  of  surplus  wealth,  then, 
is  this:  that  it  be  regarded  as  a  sacred  trust,  to  be  admin- 
istered by  its  possessor,  into  whose  hands  it  flows,  for  the 
highest  good  of  the  people.  Man  does  not  live  by  bread 
alone,  and  five  or  ten  cents  a  day  more  revenue  scattered 
over  thousands  would  produce  httle  or  no  good.  Accumu- 
lated into  a  great  fund,  and  expended  as  Peter  Cooper  ex- 
pended it  for  Cooper  Institute,  it  estabUshes  something  that 
wiU  last  for  generations.  It  will  educate  the  brain,  the 
spiritual  part  of  man.  It  furnishes  a  ladder  upon  which  the 
aspiring  poor  may  climb;  and  there  is  no  use  whatever  try- 
ing to  help  people  who  do  not  help  themselves.  You  cannot 
push  any  one  up  a  ladder  unless  he  be  wiUing  to  climb  a 
little  himself.  Therefore,  I  have  often  said,  and  I  now  re- 
peat, that  the  day  is  coming,  and  already  we  see  its  dawn, 
in  which  the  man  who  dies  possessed  of  miUions  of  available 
wealth  which  was  free  and  in  his  hands  ready  to  be  distrib- 
uted will  die  disgraced. 

Andrew  Carnegie:  Wealth  and  Its  Uses. 

(Adapted.) 


GENERAL  STUDY  OF  THE  PARAGRAPH  33 

Exercise  3. — Oral  Discussion 

What  would  be  a  fitting  subject  for  this  extract? 
What  is  the  main  purpose?  What  is  the  purpose 
of  each  of  the  three  paragraphs?  How  does  para- 
graph 2  connect  with  paragraph  1?  Paragraph  3 
with  paragraph  2?  Give  the  reason  for  the  order 
in  which  these  paragraphs  stand.  Could  the  para- 
graphs possibly  be  combined  into  a  single  unit? 

Exercise  4. — Written 

The  student  athletes  of  a  school  get  one  of  their 
number  to  write  to  a  man  who  owns  a  lot  near  the 
school,  for  permission  to  use  it  as  a  baseball  diamond. 
Write  the  letter  using  the  following  divisions  as 
paragraph  topics. 

The  reason  for  writing  (the  request  for  the  use  of  the 
land).  The  handicap  to  the  school  in  baseball  competition 
with  other  schools.  The  advantages  of  a  baseball  team  to 
the  general  spirit  of  the  school.  The  advantages  to  the  mem- 
bers of  the  team.  The  appreciation  of  teachers,  students, 
and  alumni  if  the  request  is  granted. 

Bear  in  mind  that  the  broad  purpose  of  the  letter 
is  to  persuade  the  owner  of  the  land  that  it  would 
mean  much  to  the  school  to  use  his  vacant  lot  as  a 
baseball  diamond.  Note  that  each  paragraph  has  a 
special  purpose  which  contributes  to  the  purpose  of 
the  student  in  writing  the  letter.  Furthermore, 
observe  that  the  paragraphs  are  related  and  arranged 
in  a  logical  order,  each  an  outgrowth  of  the  preceding 
one  and  leading,  by  its  subject  matter,  to  the  follow- 
ing one. 


34  ENGLISH  FOR  BUSINESS 

Every  paragraph  in  a  series  serves  a  definite  pur- 
pose in  the  development  of  the  whole.  It  is  related 
to  its  neighbor,  and  demands,  by  virtue  of  its  subject 
matter,  a  definite  placing  so  that  a  logical  and  force- 
ful arrangement  may  be  secured.  The  places  of 
emphasis  in  the  development  of  a  composition  of 
more  than  one  paragraph  are,  as  in  the  develop- 
ment of  a  single  paragraph,  the  beginning  and 
the  end. 

A  composition  of  several  paragraphs  is  Hke  a 
finely  equipped  train.  To  the  engine  are  joined  bag- 
gage car,  passenger  car,  bufi'et  car,  dining  car,  parlor 
cars,  and  observation  car.  They  are  all  joined  to- 
gether in  order  to  serve  one  main  purpose,  viz.,  to 
compose  a  train  remarkable  for  its  equipment;  each 
car  in  itself  is  a  unit  that  bears  some  relation  to  its 
neighboring  cars;  the  cars  are  so  arranged  that  the 
best  effect  for  the  passengers  is  secured. 

Exercise  5.  —  Oral 

1.  Read  each  paragraph  in  the  following  selections: 
As  a  whole:  (a)  to  discover  its  purpose,  (b)  to 
discover  the  sentence,  if  there  is  one,  that  states 
this  purpose  (the  topic  sentence)  and  where  it  is 
placed  in  the  paragraph,  (c)  to  determine  the  rela- 
tion of  the  paragraph  to  its  neighboring  paragraph 
or  pairagraphs. 

Sentence  by  sentence:  to  determine  (a)  in  what 
way  each  meets  the  purpose  of  the  paragraph,  (6) 
also  in  what  way  the  sentences  are  related  to  one  an- 
other, and  (c)  why  they  stand  in  the  order  in  which 
they  are  found. 


GENERAL  STUDY  OF  THE  PARAGRAPH  35 

1.  The  supper  had  disposed  every  one  to  gayety  and  an 
old  harper  was  summoned  from  the  servants'  hall,  where  he 
had  been  strumming  all  the  evening,  and  to  all  appearance 
comforting  himself  with  some  of  the  Squire's  home-brewed. 
He  was  a  kind  of  hanger-on,  I  was  told,  of  the  establishment, 
and,  though  ostensibly  a  resident  of  the  village,  was  oftener 
to  be  found  in  the  Squire's  kitchen  than  his  own  home,  the 
old  gentleman  being  fond  of  the  sound  of  "harp  in  hall." 

The  dance,  like  most  dances  after  supper,  was  a  merry 
one;  some  of  the  older  folks  joined  in  it,  and  the  Squire  him- 
self figured  down  several  couple  with  a  partner,  with  whom 
he  affirmed  he  had  danced  at  every  Christmas  for  nearly 
half  a  century.  Master  Simon,  who  seemed  to  be  a  kind  of 
connecting  link  between  the  old  times  and  the  new,  and  to  be 
withal  a  little  antiquated  in  the  taste  of  his  accomplishments, 
evidently  piqued  himself  on  his  dancing,  and  was  endeavor- 
ing to  gain  credit  by  the  heel  and  toe,  rigadoon,  and  other 
graces  of  the  ancient  school;  but  he  had  unluckily  assorted 
himself  with  a  Uttle  romping  girl  from  boarding  school,  who, 
by  her  wild  vivacity,  kept  him  continually  on  the  stretch, 
and  defeated  all  his  sober  attempts  at  elegance:  —  such  are 
the  ill-assorted  matches  to  which  antique  gentlemen  are 
unfortunately  prone  I  The  young  Oxonian,  on  the  contrary, 
had  led  out  one  of  his  maiden  aunts,  on  whom  the  rogue 
played  a  thousand  little  knaveries  with  impunity:  he  was 
full  of  practical  jokes,  and  his  delight  was  to  tease  his  aunts 
and  cousins;  yet,  like  all  madcap  youngsters,  he  was  a  uni- 
versal favorite  among  the  women. 

The  most  interesting  couple  in  the  dance  was  the  young 
officer  and  a  ward  of  the  Squire's,  a  beautiful  blushing  girl 
of  seventeen.  From  several  shy  glances  which  I  had  noticed 
in  the  course  of  the  evening,  I  suspected  there  was  a  little 
kindness  growing  up  between  them;  and,  indeed,  the  young 
soldier  was  just  the  hero  to  captivate  a  romantic  girl.  He 
was    tall,  slender,  and    handsome,  and,  hke    most   young 


36  ENGLISH  FOR  BUSINESS 

British  officers  of  late  years,  had  picked  up  various  small 
accomplishments  on  the  continent; — he  could  talk  French 
and  Itahan  —  draw  landscapes  —  sing  very  tolerably — 
dance  divinely;  but,  above  all,  he  had  been  wounded  at 
Waterloo:  —  what  girl  of  seventeen,  well  read  in  poetry  and 
romance,  could  resist  such  a  mirror  of  chivalry  and  perfection! 
The  moment  the  dance  was  over,  he  caught  up  a  guitar, 
and,  lolling  against  the  old  marble  fireplace,  in  an  attitude 
which  I  am  half  inchned  to  suspect  was  studied,  began  the 
little  French  air  of  the  Troubadour.  The  Squire,  however, 
exclaimed  against  having  anything  on  Christmas  eve  but 
good  old  Enghsh;  upon  which  the  young  minstrel,  casting 
up  his  eye  for  a  moment,  as  if  in  an  effort  of  memory,  struck 
into  another  strain,  and,  with  a  charming  air  of  gallantry, 
gave  Herrick*s  "Night  Piece  to  Julia." 

The  song  might  or  might  not  have  been  intended  in 
compliment  to  the  fair  Julia,  for  so  I  found  his  partner  was 
called;  she,  however,  was  certainly  unconscious  of  any 
such  appUcation,  for  she  never  looked  at  the  singer,  but 
kept  her  eyes  cast  upon  the  floor.  Her  face  was  suffused, 
it  is  true,  with  a  beautiful  blush,  and  there  was  a  gentle 
heaving  of  the  bosom,  but  aU  that  was  doubtless  caused  by 
the  exercise  of  the  dance;  indeed,  so  great  was  her  indiffer- 
ence, that  she  amused  herself  with  plucking  to  pieces  a 
choice  bouquet  of  hothouse  flowers,  and  by  the  time  the 
song  was  concluded  the  nosegay  lay  in  ruins  on  the  floor. 

The  party  now  broke  up  for  the  night  with  the  kind- 
hearted  old  custom  of  shaking  hands.  As  I  passed  through 
the  haU,  on  my  way  to  my  chamber,  the  dying  embers  of 
the  Yule  log  stiU  sent  forth  a  dusky  glow,  and  had  it  not 
been  the  season  when  "no  spirit  dares  stir  abroad,"  I  should 
have  been  half  tempted  to  steal  from  my  room  at  midnight, 
and  peep  whether  the  fairies  might  not  be  at  their  revels 
about  the  hearth.  Washington  Irving:  The  Sketch-Book. 


GENERAL  STUDY  OF  THE  PARAGRAPH  37 

2.  Andre's  story  is  the  one  overmastering  romance  of 
the  Revolution.  His  youth,  grace,  and  accompHshments  won 
the  affection  of  his  guard  and  the  sympathy  of  the  whole 
army.  In  all  the  glittering  splendor  of  the  full  uniform  and 
ornaments  of  his  rank,  in  the  presence  of  the  whole  Ameri- 
can army,  without  the  quiver  of  a  muscle  or  sign  of  fear, 
the  officers  about  him  weeping,  the  bands  playing  the  dead 
march,  he  walked  to  execution.  To  those  around,  he  cried, 
*'I  call  upon  you  to  witness  that  I  die  like  a  brave  man," 
and  swung  into  eternity. 

America  had  a  parallel  case  in  Captain  Nathan  Hale. 
When  no  one  else  would  go  upon  a  most  important  and  peril- 
ous mission,  he  volunteered  and  was  captured  by  the  British. 
He  was  ordered  to  execution  the  next  morning.  When  asked 
what  he  had  to  say,  he  replied:  "I  regret  I  have  but  one  life 
to  lose  for  my  country." 

The  dying  declarations  of  Andre  and  Hale  express  the 
animating  spirit  of  their  several  armies,  and  teach  why, 
with  all  her  power,  England  could  not  conquer  America. 
*'I  call  upon  you  to  witness  that  I  die  like  a  brave  man," 
said  Andre;  and  he  spoke  from  British  and  Hessian  sur- 
roundings, seeking  only  glory  and  pay.  *'I  regret  I  have 
but  one  life  to  lose  for  my  country,"  said  Hale;  and  with 
him  and  his  comrades  self  was  forgotten  in  that  passionate 
patriotism  which  pledges  fortune,  honor,  and  life  to  the 

sacred  cause. 

Chauncey  M.  Depew:  Orations  and  Speeches. 

2.  Separate  the  following  selection  into  para- 
graphs, the  topics  of  which  are:  the  magic  draught, 
its  effect,  the  reaction. 

There,  in  fact,  stood  the  four  glasses,  brimful  of  this  won- 
derful water,  the  delicate  spray  of  which,  as  it  effervesced 
from  the  surface,  resembled  the  tremulous  glitter  of  dia- 
monds.   It  was  now  so  nearly  sunset  that  the  chamber  had 


38  ENGLISH  FOR  BUSINESS 

grown  duskier  than  ever;  but  a  mild  and  moonlike  splendor 
gleamed  from  within  the  vase,  and  rested  alike  on  the  four 
guests,  and  on  the  doctor's  venerable  figure.  He  sat  in  a 
high-backed,  elaborately  carved  oaken  armchair,  with  a  gray 
dignity  of  aspect  that  might  have  well  befitted  that  very 
Father  Time,  whose  power  had  never  been  disputed,  save 
by  this  fortunate  company.  Even  while  quaffing  the  third 
draught  of  the  Fountain  of  Youth,  they  were  almost  awed 
by  the  expression  of  his  mysterious  visage.  But,  the  next 
moment,  the  exhilarating  gush  of  young  life  shot  through 
their  veins.  They  were  now  in  the  happy  prime  of  youth. 
Age,  with  its  miserable  train  of  cares,  and  sorrows,  and  dis- 
eases, was  remembered  only  as  the  trouble  of  a  dream,  from 
which  they  had  joyously  awoke.  The  fresh  gloss  of  the 
soul,  so  early  lost,  and  without  which  the  world's  successive 
scenes  had  been  but  a  gallery  of  faded  pictures,  again  threw 
its  enchantment  over  all  their  prospects.  They  felt  like 
newcreated  beings,  in  a  newcreated  universe.  They  were  a 
group  of  merry  youngsters,  almost  maddened  with  the  exu- 
berant froficksomeness  of  their  years.  The  most  singular 
effect  of  their  gaiety  was  an  impulse  to  mock  the  infirmity 
and  decrepitude  of  which  they  had  so  lately  been  the  vic- 
tims. They  laughed  loudly  at  their  old-fashioned  attire, 
the  wideskirted  coats  and  flapped  waistcoasts  of  the  young 
men,  and  the  ancient  cap  and  gown  of  the  blooming  girl. 
One  limped  across  the  floor,  like  a  gouty  grandfather;  one 
set  a  pair  of  spectacles  astride  of  his  nose,  and  pretended  to 
pore  over  the  black  letter  pages  of  the  book  of  magic;  a 
third  seated  himself  in  an  armchair,  and  strove  to  imitate 
the  venerable  dignity  of  Dr.  Heidegger.  Then  all  shouted 
mirthfully,  and  leaped  about  the  room.  The  Widow  Wich- 
erly  —  if  so  fresh  a  damsel  could  be  called  a  widow  —  tripped 
up  to  the  doctor's  chair,  with  a  mischievous  merriment  in 
her  rosy  face.  And  then  they  stood  stiU  and  shivered;  for 
it  seemed  as  if  gray  Time  were  caUing  them  back  from 


GENERAL  STUDY  OF  THE  PARAGRAPH  39 

their  sunny  youth,  far  down  into  the  chill  and  darksome 
vale  of  years.  They  looked  at  old  Dr.  Heidegger,  who  sat 
in  his  armchair,  holding  the  rose  of  half  a  century,  which 
he  had  rescued  from  among  the  fragments  of  the  shattered 
vase.  At  the  motion  of  his  hand,  the  four  rioters  resumed 
their  seats;  the  more  readily,  because  their  violent  exer- 
tions had  wearied  them,  youthful  though  they  were.  They 
shivered  again.  A  strange  dullness,  whether  of  the  body 
or  spirit  they  could  not  tell,  was  creeping  gradually  over  them 
all.  They  gazed  at  one  another,  and  fancied  that  each  fleet- 
ing moment  snatched  away  a  charm,  and  left  a  deepening 
furrow  where  none  had  been  before.  Was  it  an  illusion? 
Had  the  changes  of  a  hfetime  been  crowded  into  so  brief  a 
space,  and  were  they  now  four  aged  people,  sitting  with  their 
old  friend,  Dr.  Heidegger.? 

3.  Paragraph  the  following  letter.  Make  a  suit- 
able heading,  introduction,  and  complimentary  close 
for  it.  (See  Chapter  XIII  for  the  parts  of  a  business 
letter.) 

We  are  in  receipt  of  your  letter  of  June  16,  in  which 
you  ask  for  information  concerning  our  summer  hotel,  with 
especial  reference  to  opportunities  for  amusement  and  exer- 
cise. By  this  mail,  we  are  sending  you,  under  separate 
cover,  an  illustrated  booklet  describing  both  our  indoor  and 
outdoor  sports.  This  pamphlet  should  give  you  a  clear 
conception  of  the  care  we  have  taken  to  offer  our  patrons, 
at  a  very  moderate  cost,  every  conceivable  kind  of  oppor- 
tunity for  pleasurable  recreation  in  a  modern  hotel  and  in 
one  of  the  most  beautiful  sections  of  the  Shenandoah  Valley. 
This  booklet  contains,  however,  no  mention  of  the  Turkish 
baths  which  we  are  now  installing  and  which  should  be 
completed  by  September  1,  the  date  when  we  note  you 
wish  to  begin  your  vacation.     The  work  is  being  done  by 


40  ENGLISH  FOR  BUSINESS 

the  same  firm  that  constructed  the  popular  Fleischman 
baths  of  your  city  and  the  contract  calls  for  an  exact  repro- 
duction of  those  baths,  allowing  for  changes  due  to  progress 
made  since  the  Fleischman  baths  were  constructed,  five 
years  ago.  We  are  inclosing  a  httle  pamphlet  by  Dr.  James 
O.  Rice,  the  famous  nerve  specialist,  who  highly  endorses 
Turkish  baths  for  one  in  the  condition  in  which  you  de- 
scribe yourself.  The  price  of  a  single  bath  to  the  patrons  of 
our  hotel  will  be  one  dollar,  or  twelve  baths  for  ten  dollars. 
We  should  like  to  call  your  careful  attention,  however,  if 
this  method  of  bathing  does  not  appeal  to  you,  to  the  de- 
scription of  our  natural  hot  baths  mentioned  in  our  own 
illustrated  booklet,  page  16. 

4.  Outline  the  following  subjects  for  letters,  show- 
ing the  purpose  of  the  whole  letter,  the  purpose  and 
arrangement  of  each  paragraph  in  the  series  neces- 
sary to  develop  the  subject  as  a  whole.  (Consult 
Chapters  IX  and  X.) 

1.  Letter  describing  a  new  golf  course. 

2.  Letter  describing  the  appointments  of  your  father's 
new  oflfice. 

3.  Letter  explaining  a  plan  for  a  walking  trip. 

4.  Letter  to  a  school  friend  telling  of  a  successful  bas- 
ket ball  game. 

5.  Letter  to  convince  a  friend  that  he  should  join  you 
in  the  country  during  his  vacation. 

5.  Write  a  series  of  related  paragraphs  on  one  of 
the  following  topics.    (Consult  Chapter  IX.) 

1.  The  advantages  of  the  typewriter. 

2.  Recent  improvements  in  typewriters. 

3.  The  necessity  for  accuracy  and  speed  in  operating 
a  typewriter. 


GENERAL  STUDY  OF  THE  PARAGRAPH  41 

4.  Kinds  and  uses  of  duplicating  machines. 

5.  The  care  of  the  typewriter. 

6.  The  chief  industries  of  your  town. 

7.  The   moving-picture    theatre    as    a    money-making 
project. 

8.  The  disadvantages  of  a  "one-street  business  section." 

9.  A  comparison  of  land  values  in  the  various   sec- 
tions of  your  town. 

10.  The  advantages  of  location  in  the  success  of  any 
retail  business. 

11.  The  value  of  the  "life  pack'*  to  the  aviator. 

12.  Application  of  air  propellers  to  water  craft. 

13.  A  modern  logging  camp. 

14.  Advantages   of   the   various   kinds   of    motors   for 
automobiles. 

15.  The  utilization  of  the  wastes  and  by-products  of 
factories. 

16.  Contrivances  for  fighting  fire. 

17.  The  main  causes  of  railroad  accidents. 

18.  The  advantages  of  a  lunch  room  within  a  modern 
department  store. 

19.  Roman  letter-writing  and  writing  materials. 

20.  Devices  that  help  motorists. 

21.  The  obstacles  to  good  scholarship  in  our  school. 

22.  Ways  of  overcoming  the  obstacles  to  good  scholar- 
ship in  our  school. 

23.  Advantages    to    students    of    engaging    in    school 
activities. 

24.  The  value  of  a  school  magazine. 


Chapter  III 

THE  GRAMMAR  OF  THE   SENTENCE 

1.  Definition  of  a  Sentence.  —  There  is  a  mold 
into  which  we  cast  our  tlioughts  when  we  speak  or 
write  that  gives  them  completeness  of  expression. 
We  may,  for  instance,  picture  to  the  reader  or 
listener,  the  dark  appearance  of  the  sky  by  saying, 
the  sky  is  dark  or  the  dark  sky.  The  picture  suggested 
by  the  expression  the  dark  sky  is  essentially  the 
same  as  the  one  created  by  the  expression  the  sky 
is  dark,  the  only  difference  being  in  the  forms  in 
which  the  thought  is  expressed.  The  first  group  of 
words,  however,  on  account  of  its  form,  leaves  the 
mind  suspended  and  waiting  for  something  more; 
the  second  group  of  words,  on  account  of  its  form, 
satisfies  the  mind,  with  a  sense  of  completeness 
and  finish.  The  sky  is  dark  is  a  sentence;  the 
dark  sky  is  not.  Whether  a  thought,  then,  is  com- 
pletely expressed  or  not,  depends  upon  the  form 
in  which  it  is  cast.  We  may  say,  therefore,  that 
a  sentence  is  a  thought  expressed  in  complete 
form. 

Exercise  6.  —  Oral 

1.  Read  aloud  the  following  extracts  taken  from 
compositions  written  by  high  school  pupils. 

42 


THE  GRAMMAR  OF  THE  SENTENCE      43 

Reconstruct  each  of  these  extracts  to  make  a  com- 
plete sentence :  (a)  by  supplying  missing  elements, 
(6)  by  making  appropriate  substitutions,  (c)  by  cor- 
recting punctuation  and  capitalization,  or  (d)  by 
doing  all  three. 

1.  He  aimed  his  bow  toward  his  friend  and  shot,  the 
arrow  went  right  into  Pepper's  mouth. 

2.  The  time  came  when  the  doors  were  opened,  the  house 
was  not  so  crowded  as  usual. 

3.  When  it  was  time  for  the  play  to  begin,  Fred  Langdon 
was  disappointed.  Because  he  could  not  have  his  way,  he 
took  his  arrow  home,  this  left  the  others  without  one. 

4.  Their  gallant  captain  spoke  on  the  bravery  of  the 
company  all  through  the  war.  Especially  those  who  had  lost 
their  Uves. 

5.  He  looked  up  but  did  not  speak  he  could  not  he  had 
a  shock. 

6.  In  one  of  the  New  York  tenements  Uves  a  Httle  girl 
with  her  mother,  these  people  are  poor. 

7.  In  the  middle  of  the  ceiling  hung  an  electric  Ught  the 
shade  had  a  large  hole  in  it. 

8.  We  punched  a  hole  in  the  keg.  Thrusting  a  fuse  in 
we  followed  it  to  its  end. 

9.  As  they  sailed  down  the  shore  having  a  delightful  time. 
The  little  boy  saw  a  large  cloud  in  the  west. 

10.  Down  near  the  square  a  new  block  was  being  built, 
one  of  the  boys  proposed  that  we  take  all  the  lime  barrels 
£ind  set  them  afire. 

2.  Read  aloud  the  following  selection.  Pause  at 
the  end  of  every  sentence  long  enough  to  feel  con- 
sciously the  completeness  of  its  expression. 

A  plain  appeal  for  a  plain  but  definite  promise  occasion- 
ally has  gratifying  results.    I  remember  that  one  December, 


44  ENGLISH  FOR  BUSINESS 

about  ten  years  ago,  I  decided  to  send  a  New  Year's 
greeting  to  a  lot  of  debtors  whose  indebtedness  we  intended 
to  wipe  off  the  books  as  uncollectible  at  the  then  fast  ap- 
proaching close  of  our  fiscal  year.  The  letter  which  we  sent 
was  pronounced  by  my  superior  officer,  "About  the  silliest 
thing  I  ever  saw."  It  started  out  with  a  more  or  less  poetic 
reference  to  the  dawn  of  the  new  year.  We  proceeded  on 
the  assumption  that  delinquent  debtors  are  particularly 
conscious  of  their  indebtedness  on  January  1,  although  I 
do  not  beUeve  they  are,  nor  that  the  emphasis  laid  on  this 
point  had  anything  to  do  with  the  success  of  our  letter,  ex- 
cept as  it  afforded  a  shghtly  different  and  decidedly  less 
peremptory  introduction  than  is  found  in  most  dunning 
letters.  The  important  money-getting  paragraph  in  this 
letter  proved  to  be  the  following: 

"From  what  we  beheve  to  be  true  of  you  as  a  man,  the 
fact  that  you  have  not  paid  us  can  mean  but  one  thing; 
namely,  that  circumstances  over  which  you  have  had  no 
control  have  prevented  you  from  paying.  It  would  be  an 
impertinence  for  us  to  inquire  into  those  circumstances. 
They  are  a  part  of  your  own  private  affairs.  All  that  we 
ask  of  you  now  is  that  you  tell  us  when  you  will  pay.  If 
you  name  a  date  when  you  will  pay,  we  know  you  will  do 
it.  Your  statement  of  the  exact  date  upon  which  we  may 
expect  payment  will  be  helpful  to  us  because  we  have  the 
same  problems  of  raising  money  that  you  have.  We  are  a 
toge  concern,  to  be  sure,  but  for  the  same  reason  that  a 
farmer  keeps  no  more  horses  in  his  stable  than  he  needs  to 
plough  his  corn,  we  keep  no  more  money  in  our  business 
than  we  actually  need.  Therefore  when  you  write  us  when 
you  will  pay,  a  little  cash  will  also  be  appreciated  if  you  can 
spare  it  now,  etc." 

You  can't  blame  the  man  who  called  this  a  silly  letter, 
yet  it  brought  several  hundred  dollars  in  cash  and  promises 
that  ultimately  netted  several  thousand  dollars.     One  of 


THE  GRAMMAR  OF  THE  SENTENCE       45 

the  latter  was  from  a  gentleman  who  had  been  discharged 
in  bankruptcy.  He  said:  "I  guess  you  don't  know  I  am  an 
adjudicated  bankrupt  and  don't  owe  you  a  cent  under  the 
law.  If  you  did,  you  wouldn't  write  me  that  way.  I  don't 
have  to  pay  you,  but  I  will  on  May  1."    He  did. 

William  Maxwell:  Salesmanship. 

3.  Reproduce  orally  the  foregoing  selection.  Pause 
long  enough  at  the  end  of  every  sentence  so  that  the 
class  may  feel  the  completeness  of  each  of  your 
thoughts. 

4.  Write  five  sentences  about  the  business  street 
of  your  town,  with  the  purpose  of  showing:  (a)  its 
attractiveness,  or  (b)  its  lack  of  space,  or  (c)  its  ad- 
vantages as  a  place  for  trade. 

Read  your  composition  aloud  to  see  if  each  sen- 
tence satisfies  your  ear  by  its  completeness. 

2.  Kinds  of  Sentences. — According  to  use  there 
are  four  kinds  of  sentences: 

I.  A  declarative  sentence. —  It  tells,  declares, 
states,  asserts  something.  A  period  is  placed  after 
it. 

Example: 

The  sounding  aisles  of  the  dim  wood  rang 

To  the  anthem  of  the  free. 

Felicia  Hemans 

II.  An  interrogative  sentence.  —  It  asks  a  ques- 
tion.   An  interrogation  point  is  placed  after  it. 

Example: 

Why,  why  repine,  my  pensive  friend. 

At  pleasures  slipp'd  away? 

Walter  Savage  Landor 


46  ENGLISH  FOR  BUSINESS 

III.  An  exclamatory  sentence.  —  It  is  used  to 
express  strong  feeling  or  emotion.  An  exclamation 
point  is  placed  after  it. 

Example: 

How  weary,  stale,  flat  and  unprofitable 
Seem  to  me  all  the  uses  of  this  world! 

William  Shakespeare 

IV.  An  imperative  sentence.  —  It  is  used  in  mak- 
ing a  request,  an  entreaty,  a  command.  A  period 
is  placed  after  it. 

Example: 

Recompense  to  no  man  evil  for  evil. 

The  Bible 

Punctuation  is  often  of  immense  service  in  de- 
termining the  interpretation  which  we  should 
give  to  a  written  sentence.  Our  thoughts  are  fre- 
quently accompanied  by  strong  feehngs.  Some- 
times we  are  angry,  sometimes  happy ;  now  we 
have  feelings  of  love,  now  of  pity,  and,  again,  we 
are  the  victims  of  feelings  of  dislike  or  hatred. 
In  speaking,  we  show  these  feelings  by  the  tones 
of  the  voice,  by  the  expression  of  the  face,  and  by 
gestures.  In  writing,  we  have  not  these  means  of 
expressing  emotions,  but  we  use  the  exclamation 
mark  to  indicate  that  our  thoughts  are  accom- 
panied by  strong  feeling  or  emotion. 

3.  The  Entire  Subject  and  the  Entire  Predi- 
cate. Normal  Order.  —  The  complete  sentence 
is  composed  of  two  main  parts,  subject  and  predi- 
cate.    The   entire  subject  of  a  sentence  is  that 


THE  GRAMMAR  OF  THE  SENTENCE      47 

part  about  which  something  is  stated.  In  the  sen- 
tence, *'The  breaking  waves  dashed  high,"  the 
subject  is  the  breaking  waves  because  it  is  about 
them  that  something  is  stated.  The  entire  predi- 
cate of  a  sentence  is  that  part  which  states  some- 
thing about  the  subject.  Dashed  high  is  the 
predicate  of  the  foregoing  sentence  because  it  states 
something  about  the  breaking  waves.  Subject  and 
predicate  are  the  essential  parts  of  a  sentence. 
In  an  imperative  sentence,  the  subject  is  often 
understood.  In  this  sentence  from  the  Bible, 
''  Give  unto  the  Lord  the  glory  due  unto  his  name," 
the  subject  you  is  understood. 

Exercise  7.  —  Oral 

What  kind  of  sentence  is  each  of  the  following? 
Separate  it  into  entire  subject  and  entire  predicate. 
Let  one  part  name  the  subject  of  the  thought  and 
let  the  other  part  express  what  is  thought  about  the 
subject. 

1.  Cotton  is  a  leading  staple  export  of  the  United 
States. 

2.  A  large  part  of  the  yearly  crop  is  sent  to  England. 

3.  Many  factories  in  England  are  dependent  upon  this 
crop. 

4.  The  United  States  supplies  many  countries  of  Europe 
with  grain. 

5.  Buenos  Aires,  the  capital  of  Argentina,  has  a  popula- 
tion of  more  than  a  million. 

6.  Tobacco,  first  discovered  in  America,  is  grown  in 
nearly  every  country  in  the  world. 


48  ENGLISH  FOR  BUSINESS 

7.  The  most  common  method  of  competition  in  business 
is  that  of  miderselling. 

8.  A  successful  invention  in  one  portion  of  a  manufac- 
turing process  urgently  demands  an  equally  effective  ap- 
paratus in  another. 

9.  The  business  world  is  sparkling  with  romance  and 
invention. 

10.  The  story  of  watchmaking  in  the  United  States  is  a 
story  of  triumph  for  the  spirit  of  Americanism. 

4.  The  Entire  Subject  and  the  Entire  Predi- 
cate. Inverted  Order.  —  Often  to  secure  smooth- 
ness, clearness,  emphasis,  variety,  the  normal 
order  is  changed.  We  speak  of  the  parts  of  a  sen- 
tence as  being  in  the  inverted  order  when  (a)  the 
entire  predicate  precedes  the  entire  subject,  as, 
At  the  door  on  summer  evenings  sat  the  little  Hia- 
watha; (6)  the  entire  subject  is  placed  between 
parts  of  the  entire  predicate,  as.  From  fearful 
trip,  the  victor  ship  comes  in  with  object  won. 

In  an  interrogative  sentence,  the  inverted  order 
is  commonly  used  to  give  the  sentence  question 
form. 

Exercise  8. — Oral  and  Written 

1.  When  the  following  sentences  have  not  the 
usual  arrangement  of  parts  (subject  1,  predicate  2), 
give  it  to  them.  Note  the  loss  in  smoothness,  variety, 
and  ease  of  expression. 

A.  Anyhow,  here  was  the  friendly  well,  in  its  old 
place,  half  way  up  the  lane.  Here  the  yoke-shoulder  village 
folk  were  wont  to  come  to  fill  their  clinking  buckets.  They 
had  flat  wooden  crosses  inside  each  pail.    On  the  top  of  the 


THE  GRAMMAR  OF  THE  SENTENCE       49 

pails  these  floated  to  keep  the  water  from  slopping  over. 
We  used  to  wonder  by  what  magic  this  strange  principle 

worked. 

Kenneth  Grahame:  The  Golden  Age. 
(Adapted.) 

B.  Here  mystery  Im-ked  and  peeped.  The  copse,  too, 
proved  vast  in  extent.  When,  at  last,  the  wood  opened  and 
sloped  down  to  a  streamlet  brawling  forth  into  the  sunlight, 
I  was  really  glad.  By  this  cheery  companion  I  wandered 
along.  Rapids,  also,  there  were,  telling  of  canoes  and 
portages.  At  last,  after  what  lapse  of  time  I  know  not,  my 
further  course,  though  not  the  stream's,  was  barred  by 
some  six  feet  of  stout  wire  netting. 

Kenneth  Grahame:  The  Golden  Age. 
(Adapted.) 

2.  In  the  following  units  state  the  relative  posi- 
tion of  subject  and  predicate  in  each  sentence.  Com- 
pare the  two  for  (a)  close  relation  of  thoughts,  (6) 
smoothness,  (c)  variety,  (d)  proper  emphasis  of 
parts. 

A.  In  the  morning  there  was  the  steep  hill  beside  the 
fall  to  climb;  ...  it  was  a  road  set  on  end.  But  Pichou 
flattened  his  back  and  strained  his  loins  and  dug  his  toes 
into  the  snow  and  would  not  give  back  an  inch.  When  the 
rest  of  the  team  balked,  the  long  whip  slashed  across  their 
backs  and  recaUed  them  to  their  duty.  At  last  their  leader 
topped  the  ridge,  and  the  others  struggled  after  him.  Be- 
fore them  stretched  the  great  dead-water  of  the  river,  a 
straight  white  path  to  No-Man's-Land.  The  snow  was 
smooth  and  level,  and  the  crust  was  hard  enough  to  bear. 
Pichou  settled  down  to  his  work  at  a  glorious  pace.  He 
seemed  to  know  that  he  must  do  his  best,  and  that  some- 
thing important  depended  upon  the  quickness  of  his  legs. 


50  ENGLISH  FOR  BUSINESS 

On  through  the  gUttering  soUtude,  on  through  the  death- 
like silence  sped  the  cometique,  between  the  interminable 
walls  of  the  forest,  past  the  mouths  of  nameless  rivers,  under 
the  shadow  of  grim  mountains.  At  noon  Dan  Scott  boiled 
his  kettle  and  ate  his  bread  and  bacon.  But  there  was 
nothing  for  the  dogs,  not  even  for  Pichou;  for  discipline  is 
discipline,  and  the  best  of  sledge-dogs  will  not  run  well 
after  he  has  been  fed. 

Henry  van  Dyke:  A  Friend  of  Justice. 

B.  The  steep  hill  beside  the  fall  was  to  be  climbed  in 
the  morning;  ...  it  was  a  road  set  on  end.  But  Pichou 
flattened  his  back  and  strained  his  loins  and  dug  his  toes 
into  the  snow  and  would  not  give  back  an  inch.  The  long 
whip  slashed  across  their  backs  and  recalled  them  to  their 
duty  when  the  rest  of  the  team  balked.  Their  leader  at  last 
topped  the  ridge,  and  the  others  struggled  after  him.  The 
great  dead-water  of  the  river,  a  straight  white  path  to  No- 
Man's-Land,  stretched  before  them.  The  snow  was  smooth 
and  level,  and  the  crust  was  hard  enough  to  bear.  Pichou 
settled  down  to  his  work  at  a  glorious  pace.  He  seemed  to 
know  that  he  must  do  his  best,  and  that  something  important 
depended  on  the  quickness  of  his  legs.  The  cometique  sped 
on  through  the  glittering  soUtude,  on  through  the  death-Hke 
silence,  between  the  interminable  walls  of  the  forest,  past 
the  mouths  of  nameless  rivers,  under  the  shadow  of  grim 
mountains.  Dan  Scott  at  noon  boiled  the  kettle,  and  ate 
his  bread  and  bacon.  Nothing  was  there  for  the  dogs,  not 
even  for  Pichou ;  for  discipline  is  disciphne,  and  the  best  of 
sledge-dogs  wiQ  not  run  well  after  he  has  been  fed. 

3.  Answer  these  questions  so  as  to  construct  a  para- 
graph the  sentences  of  which  will  show  variety  in 
the  placing  of  the  subjects. 


THE  GRAMMAR  OF  THE  SENTENCE       51 

A.  What  are  the  two  essential  parts  of  a  sentence? 

B.  What  is  the  usual  position  for  the  subject?  the 
predicate  ? 

C  In  what  other  parts  of  the  sentence  may  the  sub- 
ject be  placed? 

D.  What  is  gained  by  using  the  inverted  order 
occasionally? 

5.  Base  and  Modifiers.  —  The  base  of  the 
subject  is  the  necessary  or  principal  part  of  the 
entire  subject.  In  the  sentence,  *'The  lowing  herd 
winds  slowly  o'er  the  lea,"  the  principal  part  of 
the  entire  subject,  the  lowing  herd,  is  herd.  The 
base  of  the  predicate  is  the  necessary  or  principal 
part  of  the  entire  predicate.  In  the  foregoing 
sentence,  the  principal  part  of  the  entire  predi- 
cate, winds  slowly  o'er  the  lea,  is  winds.  The  base 
of  the  sentence  is  made  up  of  the  necessary  parts 
(base  of  entire  subject  and  base  of  entire  predi- 
cate) of  the  two  essential  parts  of  the  sentence 
(subject  and  predicate).  In  the  preceding  sen- 
tence, the  base  of  the  sentence  is  herd  winds. 
This  is  the  framework  of  the  sentence. 

To  make  the  meaning  of  the  sentence  more  com- 
plete and  definite,  words  or  groups  of  words  may  be 
added  to  the  basal  elements.  Such  words  or  groups 
of  words  are  called  modifiers.  In  this  way  the 
and  lowing  modify  herd,  the  base  of  the  subject; 
and  slowly  and  o'er  the  lea  modify  winds,  the  base 
of  the  predicate. 

Modifiers  should  always  be  placed  as  close  as 
possible  to  the  words  they  modify. 


52  ENGLISH  FOR  BUSINESS 

Modifiers  are  of  various  forms  —  word,  phrase, 

clause. 

Examples  : 

The  little  bird  sits  at  his  door  in  the  sun. 

James  Russell  Lowell 

I  heard  a  thousand  blended  notes, 
While  in  a  grove  I  sat  reclined. 

William  Wordsworth 

The  and  little  are  word  modifiers,  modifying 
bird;  at  his  door  and  in  the  sun  are  phrase  modifiers, 
modifying  sits.  While  in  a  grove  I  sat  reclined  is 
a  clause  modifier,  modifying  heard. 

A  phrase  is  a  group  of  related  words  which 
does  not  contain  a  subject  and  predicate. 

Examples: 

at  the  door;    time  and  again;    somehow  or 
other;  on  the  spur  of  the  moment. 

A  clause  is  a  group  of  words  containing  a  sub- 
ject and  predicate  but  making  only  part  of  a 
sentence. 

While  in  a  grove  I  sat  reclined  is  a  clause,  for  it  is 
only  a  part  of  the  foregoing  sentence.  The  sub- 
ject is  /;  the  predicate,  sat  reclined  in  a  grove. 

Important  Note 

It  is  necessary  very  often  in  writing  and  speaking 
to  be  able  to  distinguish  principal  elements  from 
modifiers. 

In  the  sentence,  "Every  one  of  the  children  is  in- 
vited," it  is  necessary  to  know  that  every  one,  which  is 


THE  GRAMMAR  OF  THE  SENTENCE      53 

singular,  and  the  base  of  the  subject,  determines  the 
number  of  the  verb  is  invited,  and  not  children,  which 
is  only  a  part  of  a  modifier  of  the  subject. 

Exercise  9.  —  Oral  or  Written 

1.   In  the  following  sentences  select  the  base  of 
the  subject;  of  the  predicate;  of  the  sentence. 

1.  By  the  slow  streams  the  frogs  all  day  and  night 
Dream  without  thought  of  pain  or  heed  of  ill. 

Archibald  Lampman 

2.  The  birds  made 
Melody  on  branch  and  melody  in  midair. 

Alfred  Tennyson 

3.  The  winds  of  heaven  mix  forever 

With  a  sweet  emotion. 

Percy  Bysshe  Shelley 

4.  The  rain  came  down  with  a  roar  like  fire. 

Duncan  Campbell  Scott 

5.  The  swamp  oak,  with  his  royal  purple  on. 

Glared  red. 

James  Russell  Lowell 

6.  With  scent  of  smoke,  the  pied  leaves  fall  to  earth 
In  ruddy  troops  for  burial  and  rebirth. 

Richard  Burton 

7.  From  the  hard,  unlovely  sod 
Springs  the  glancing  goldenrod. 

Margaret  E.  Sangster 

8.  These  winter  nights  against  my  window  pane 
Nature  with  busy  pencil  draws  designs 

Of  ferns  and  blossoms  and  fine  spray  of  pines. 
Oak  leaf  and  acorn  and  fantastic  vines. 

Thomas  Bailey  Aldrich 


54  ENGLISH  FOR  BUSINESS 

9.  Then  from  a  neighboring  thicket  the  mocking  bird, 

wildest  of  singers, 
Swinging  aloft  on  a  willow  spray  that  hung  o*er  the 

water. 
Shook  from  his  little  throat  such  floods  of  delirious 

music, 

That  the  whole  air  and  the  woods  and  the   waves 

seemed  silent  to  Usten. 

Henry  W.  Longfeixow 

2.  From  the  sentences  just  given  select  modifiers 
that  express  the  following  ideas. 

1.  Place,  means,  manner,  purpose. 

2.  Name  the  other  modifiers.    Tell  what  each  expresses. 

3.  Classify  these  modifiers  as  word,  phrase,  clause. 

4.  If  a  modifier  consists  of  more  than  one  word,  see  if  it 
can  be  changed  to  a  single  word,  without  changing  the 
meaning. 

5.  Determine  the  position  of  each  modifier  in  relation  to 
that  which  it  modifies. 

3.  To  these  sentence  bases  add  specific  modifiers. 
Tell  what  kind  of  modifier  (word,  phrase,  or  clause) 
is  used.  Place  each  modifier  as  close  as  possible  to 
that  which  it  modifies. 

1.  Wind  blew,     (kind,  manner) 

2.  Lightning  struck,    (place) 

3.  Thunder  rolled,     (manner) 

4.  People  were  running,   (appearance,  condition,  direction) 

5.  Flames  burst,    (kind  and  place) 

6.  Child  stood,    (place) 

7.  Firemen  climbed,    (purpose) 

8.  Child  was  rescued,    (means) 


THE  GRAMMAR  OF  THE  SENTENCE       55 

4.  To  the  following  sentence  bases  add  any  ap- 
propriate modifiers.  Tell  whether  each  addition  is 
word,  phrase,  or  clause.  State  what  each  addition 
expresses.  Be  careful  to  place  each  modifier  where 
the  meaning  requires  it. 

1.  a.  Coal  is  used. 
h.  It  is  found. 

c.  Miners  live. 

d.  They  work. 

e.  They  become  dissatisfied. 
/.  Strikes  occur. 

g.  Property  is  destroyed. 
h.  Lives  are  lost 

2.  a.  Train  came. 

h.  Gong  sounded. 

c.  Horse  became  terrified. 

d.  Driver  saw  and  leaped. 

e.  Horse  and  wagon  were  destroyed. 
/.  Train  rushed. 

6.  Revise  the  foregoing  compositions  by  applying 
the  facts  learned  in  the  study  of  the  placing  of  the 
subject  and  predicate.  (See  pages  34,  35,  36.)  For  the 
sake  of  smoothness,  clearness,  or  emphasis,  rearrange 
the  sentence  parts  as  the  thought  suggests. 

Reread  Chapter  II.  Make  of  1.  and  2.,  exercise  9, 
section  4,  well-constructed,  purposeful  paragraphs. 

6.  The  Structure  of  Sentences.  —  Sentences, 
in  respect  to  their  grammatical  structure,  are 
classified  as  simple,  complex,  and  compound. 
These  three  forms  are  valuable  because  they  help 
us  to  convey  our  thoughts  not  only  with  great 
variety  but' also  with  precision. 


56  ENGLISH  FOR  BUSINESS 

I.  A  simple  sentence  is  one  which  contains  no 
clause  modifiers.  It  is,  as  a  rule,  short,  pointed, 
direct.  It  is  of  much  service  in  expressing  a  brief, 
terse  thought.  A  series  of  short,  *  simple  sentences 
makes  the  movement  of  the  writing  rapid  and  force- 
ful. An  imperative  sentence  frequently  assumes  the 
simple  form,  as,  for  example:  "Shut  the  door."  "Keep 
off  the  grass."  Note  the  cumulative  effect  of  the 
sentences  in  the  following  extract. 

In  two  minutes  the  battle  was  lost  and  won.  The  ranks 
of  Balfour's  regiment  broke.  He  was  cloven  down.  .  .  . 
Mackay's  own  foot  were  swept  away  by  the  furious  onset  of 
the  Camerons.  His  brother  and  nephew  exerted  themselves 
in  vain  to  rally  the  men.  The  former  was  laid  dead  on  the 
ground  by  a  stroke  from  a  claymore.  The  latter,  with  eight 
wounds  on  his  body,  made  his  way  through  the  tumult  and 
carnage  to  his  uncle's  side.  Even  in  that  extremity  Mackay 
retained  all  his  self-possession.  He  still  had  one  hope.  A 
charge  of  horse  might  recover  the  day. 
Macaulay:  The  History  of  England  from  the  Accession  of  James  II. 

Exercise  10. — Written 
1.   Write  five  simple  sentences  upon: 

1.  A  relay  race  (aim  at  point  and  action). 

2.  Crabbing  (aim  at  directness). 

3.  Our  tennis  match  (aim  at  interest). 

4.  How  to  do  or  make  something  (aim  at  clearness  of 
statement). 

2.  Write  a  series  of  simple  sentences  upon  any  of 
the  following  topics.  Through  arrangement,  occa- 
sional inverted  order,  etc.,  aim  at  making  each  suc- 
cessive sentence  more  vivid  and  effective. 


THE  GRAMMAR  OF  THE  SENTENCE       57 

1.  A  fire  breaks  out;  fire  department  is  notified;  horses 
dash  out;  the  scene  at  the  fire. 

2.  Aboy  is  canoeing  on  the  river;  the  canoe  gets  caught  in 
the  rapids;  boy  loses  control  of  it;  the  terrible  predicament. 

3.  Clouds  begin  to  gather ;  sky  grows  darker ;  distant 
rumble  of  thunder;  swift  moving  of  clouds;  thunder  grows 
louder;  descent  of  rainstorm. 

4.  A  little  girl  gets  up  to  make  a  recitation  in  public; 
begins  nicely;  forgets  a  line;  her  further  confusion. 

II.  A  complex  sentence  contains  one  or  more  clause 
modifiers.  We  speak  of  the  modifying  clause  or 
clauses  as  being  dependent,  that  is,  "hanging  on" 
or  depending  upon  the  main  or  independent  clause. 
If  the  main  clause  were  taken  away,  the  dependent 
clause  or  clauses  would  be  helpless,  because  the  ex- 
pression would  be  incomplete.  The  independent  or 
principal  clause  conveys  the  main  purpose  of  the  com- 
plex sentence.  The  dependent  or  subordinate  clause 
(or  clauses)  helps  to  limit  or  define  the  independent 
clause.  A  wastebasket  is  under  your  desk.  It  is 
a  family  relic,  having  belonged  to  your  great-grand- 
parents. If  you  say  to  a  friend  who  is  visiting  you, 
"That  wastebasket,  which  is  under  my  desk,  be- 
longed to  my  great-grandparents,"  you  emphasize 
the  age  and  personal  value  of  the  basket.  If,  how- 
ever, you  say,  "That  wastebasket,  which  belonged 
to  my  great-grandparents,  is  under  my  desk,"  you 
emphasize  the  place  of  the  basket.  Your  aim  or 
purpose  determines  which  idea  you  will  emphasize, 
which  you  will  subordinate.  Thus,  by  means  of  a 
complex  sentence,  you  can  show  the  relative  impor- 
tance of  your  ideas. 


58 


ENGLISH  FOR  BUSINESS 


Exercise  11.  —  Oral  or  Written 

Combine  the  following  sentences,  expressing  the 
purpose  idea  in  the  main  clause.  What  is  the  func- 
tion of  the  subordinate  clause  in  effecting  the  pur- 
pose?   For  its  punctuation,  see  Chapter  V,  page  102. 


1 .  Purpose :  to  show  that 
Washington  died  two 
years  after  giving  up 
pubhc  life. 


2.  Purpose:  to  empha- 
size the  date  of  publi- 
cation. 


3.  Purpose:  to  show 
that  Hamilton  assisted 
Washington. 


4.  Purpose:  to  empha- 
size the  time  given  to 
the  composition. 


5.  Purpose:  to  empha- 
size the  fact  that  the 
copy  was  prepared  by 
Washington. 


Washington  died  in  1799. 
He  had  given  up  ac- 
tive political  life  in 
1797. 

Washington's  Farewell 
Address  was  pubKshed 
in  1796.  It  came  out  in 
"The  American  Daily 
Advertiser." 

Washington  consulted 
Alexander  Hamilton  in 
the  preparation  of  the 
Address. 

Hamilton  possessed  lit- 
erary ability. 

The  "Farewell  Address" 
was  written  with  great 
care   and  deliberation. 

The  Address  was  ne£irly 
five  months  in  the  mak- 
ing. 

The  final  draft  was  in 
the  handwriting  of 
Washington.  It  shows 
painstaking  revision. 


THE  GRAMMAR  OF  THE  SENTENCE       59 

Exercise  12.  —  Written 

1.  Write  complex  sentences  in  which  the  dependent 
clauses  express 

time  cause  object  (of  an  action) 

place  condition  result 

purpose  manner  means 

In  each  sentence  underhne  the  word  or  words 
used  to  relate  the  subordinate  to  the  principal  clause. 

2.  Develop  the  ideas  in  the  following  outline  (a) 
by  means  of  simple  sentences,  (6)  by  means  of  com- 
plex sentences. 

Compare  the  sets  of  sentences.  Note  the  monot- 
ony in  each.  Develop  the  ideas  in  the  outhne  by 
varying  the  sentence  structure;  that  is,  using 
simple  and  complex  sentences.  Note  how  variety 
helps  to  hold  the  attention. 

Thanksgiving  Day,  grand  stand  gay  with  color  and 
bright  voices;  the  championship  football  game  between 
Harvard  and  Yale;  the  positions  of  the  rooters;  noise  of 
horns  and  cheers  at  every  telling  play;  the  tense  excitement 
because  of  a  tie  score;  the  great  enthusiasm  when  one  team 
makes  the  winning  touchdown. 

III.  A  compound  sentence  consists  of  two  or  more 
independent  clauses,  each  of  which  makes  a  com- 
plete statement.  The  clauses  of  a  compound  sen- 
tence are  said  to  be  coordinate,  because  they  sustain 
the  same  relation  in  the  structure  of  the  sentence. 
They  are  equal  in  value. 

Examples  : 

The  guests  are  met,  the  feast  is  set. 

Samuel  Taylor  Coleridge 


60  ENGLISH  FOR  BUSINESS 

The  heavens  declare  the  glory  of  God,  and  the 
firmament  showeth  his  handiwork. 

The  Bible 

Many  are  the  afflictions  of  the  righteous;  but 
the  Lord  deUvereth  him  out  of  them  all. 

r/ic  Bible 

Read  the  clauses  in  the  second  sentence.  What  is 
their  relation  to  each  other?  (That  is,  is  one  de- 
pendent upon  the  other  or  are  they  distinct.'^)  Could 
they  be  separated  and  each  still  make  a  complete 
sentence.'^  What  word  relates  them.?  What  is  the 
meaning  and  force  of  the  relating  word.?^ 

In  the  third  sentence,  note  how  the  connective 
hut  brings  the  two  contrasting  clauses  together.  This 
contrast  helps  to  make  the  sentence  more  forceful 
and  strengthens  the  meaning  of  the  whole. 

Exercise  13.  —  Oral 

In  the  following  sentences  read  the  separate  clauses. 
In  which  sentences  are  clauses  brought  together  for 
the  purpose  of  contrast?  What  relation  word 
or  mark  of  punctuation  is  used  in  connecting  the 
contrasting  parts?  In  which  sentences  are  clauses 
brought  together  with  the  purpose  of  weaving  har- 
monious parts  into  a  whole?  What  relation  word  or 
mark  of  punctuation  is  used  in  connecting  these  har- 
monious parts?  In  which  sentences  are  clauses 
brought  together  for  the  purpose  of  showing  choice, 
addition,  or  result?  What  word  or  mark  of  punctua- 
tion is  used  to  show  this  relation? 

1.  Little  deeds  of  kindness  make  life  pleasant,  but  great 
deeds  of  self-sacrifice  make  life  noble. 


THE  GRAMMAR  OF  THE  SENTENCE       61 

2.  Tell  me  what  you  like  and  I  will  tell  you  what  you  are. 

3.  Misfortune  could  not  subdue  him  and  prosperity  could 
not  spoil  him. 

4.  The  law  of  the  Lord  is  perfect,  converting  the  soul; 
the  testimony  of  the  Lord  is  sure,  making  wise  the  simple. 

5.  Hatred  stirreth  up  strifes;  but  love  covereth  all  sins. 

6.  Life  is  real,  life  is  earnest,  and  the  grave  is  not  its 
goal. 

7.  You  may  talk  of  the  tyranny  of  Nero  and  Tiberius; 
but  the  real  tyranny  is  the  tyranny  of  our  next  door  neighbor. 

8.  Be  not  a  witness  against  thy  neighbor  without  cause; 
and  deceive  not  with  thy  lips. 

9.  The  glory  of  young  men  is  their  strength;  and  the 
beauty  of  the  old  men  is  the  gray  head. 

10.  All  his  assumptions  were  false ;  therefore,  his  con- 
clusion was  false. 

11.  Either  you  are  right  or  you  are  wrong. 

12.  He  may  play  golf  as  well  as  he  plays  tennis. 

13.  If  men  were  consistently  selfish,  you  might  analyze 
their  motives;  if  they  were  consistently  noble,  they  would 
express  in  their  conduct  the  laws  of  the  highest  perfection. 

14.  Not  only  is  it  well  to  speak  clearly,  but  it  is  also 
excellent  to  speak  interestingly. 

15.  Some  men  appear  poor,  yet  they  are  rich. 

16.  The  leaves  are  faUing;  therefore,  winter  will  soon  be 
here. 

17.  Either  he  must  do  it  or  I  will. 

18.  The  clouds  are  gathering  rapidly  and  it  may  storm. 

19.  The  great  war  with  France  had  been  carried  on  by 
British  and  American  troops,  and  its  expense  was  borne 
partly  by  Great  Britain,  partly  by  the  colonies. 

20.  He  strove  long  for  mastery;  nevertheless,  he  was 
overcome. 

21.  The  rain  fell  in  torrents  and  so  the  game  was  deferred. 

22.  He  would  not  study;  therefore,  he  failed. 


62  ENGLISH  FOR  BUSINESS 

23.  Cromwell  was  not  only  a  great  general;  he  was  also 
a  great  statesman. 

24.  Discretion  shall  preserve  thee  and  understanding  shall 
keep  thee. 

Exercise  14.  —  Written 

1.  Write  two  or  more  compound  sentences  with 
the  purpose  of  showing  contrast  or  opposition.  Use 
the  word  but  to  relate  the  clauses  of  the  compound 
sentences.    The  following  are  merely  suggestions. 

1.  Horseback  riding;   bicycling. 

2.  Outdoor  skating;   rink  skating. 

3.  Pingpong;  tennis. 

/j.  The  seashore;  the  mountains. 

5.  Written  manuscript;  typewritten  manuscript. 

6.  Single  entry  bookkeeping;  double  entry  bookkeeping. 

7.  "Monarch"  keyboard;   "Smith  Premier"  keyboard. 

8.  Pitman  system  of  shorthand ;  Gregg  system  of  short- 
hand. 

2.  Write  two  or  more  compound  sentences  with 
the  purpose  of  showing  addition  (use  the  relation 
word  and) ;  with  the  purpose  of  showing  choice  (use 
either  .  .  .  or;  neither  .  .  .  nor;  nor) ;  with  the  purpose 
of  showing  cause  and  effect  (use  therefore;  hence; 
accordingly). 

Exercise  15.  —  Oral 

In  the  following  compound  sentences,  supply  in 
the  blank  spaces  the  proper  relation  words. 

1.  Times  change  —  we  change  with  them. 

2.  The  prince  felt  nearly  the  same  emotions, — he  thought 
it  more  manly  to  conceal  them. 


THE  GRAMMAR  OF  THE  SENTENCE       63 

3.  Herman  had  risen  to  greatness  in  the  army, — by  his 
valorous  exploits  he  had  become  a  general,  —  he  was  much 
endeared  to  the  king. 

4.  Goldsmith  obtained  a  medical  appointment  in  the 
service  of  the  East  India  Company,  —  the  appointment  was 
speedily  revoked. 

5.  The  glory  of  the  Lord  shall  be  revealed,  and  all 
flesh  shall  see  it  together:  —  the  mouth  of  the  Lord  hath 
spoken  it. 

6.  The  Lord  knoweth  the  days  of  the  upright;  —  their 
inheritance  shall  be  forever. 

7.  When  Culloden  was  fought,  Charles  Edward  Stuart 
was  still,  in  Scottish  minds,  the  gallant  young  prince,  un- 
justly kept  from  his  own,  —  the  clans  of  Scotland,  never 
yet  pledged  to  the  Union,  were  rallied  around  their  rightful 
kmg. 

8.  The  newspaper  may  be  entirely  proper  at  breakfast 
time,  —  assuredly  it  is  not  reading  for  all  day. 

9.  Commit  a  crime  —  the  world  is  made  of  glass. 

10.  He  hath  showed  thee,  0  man,  what  is  good;  —  what 
doth  the  Lord  require  of  thee,  but  to  do  justly,  and  to  love 
mercy,  and  to  walk  humbly  with  thy  God? 

IL  The  glory  of  sunrise  is  revealed  only  once  in  a  day, — 
even  then  you  will  not  see  it  unless  you  are  in  the  right 
mood. 

12.  Thy  sun  shall  no  more  go  down;  neither  shall  thy 
moon  withdraw  itself:  —  the  Lord  shall  be  thine  everlast- 
ing light, — the  days  of  thy  mourning  shall  be  ended. 

13.  The  wicked  borroweth,  and  payeth  not  again;  —  the 
righteous  showeth  mercy,  and  giveth. 

14.  Put  not  your  trust  in  money,  —  put  your  money  in 
trust. 

15.  England  has  allowed  the  slum  to  take  care  of  itself, 
—  the  slum  has  turned  upon  her  and  eaten  out  the  heart 
of  her  strength. 


64  ENGLISH  FOR  BUSINESS 

16.  There  have  been  many  greater  writers  than  Goldsmith, 
— perhaps  no  writer  was  ever  more  uniformly  agreeable. 

17.  He  did  not  know  what  words  she  said, — the  envious 
air  would  not  bear  her  messages  to  him. 

18.  His  pohteness  attracted  many  acquaintances,  —  his 
generosity  made  him  courted  by  many  dependents. 

19.  The  hope  of  the  righteous  shall  be  gladness:  —  the 
expectation  of  the  wicked  shall  perish. 

20.  I  will  try  to  make  the  thing  intelligible,  —  I  will  try 
not  to  weary  you; — I  am  doubtful  of  my  success  either  way. 

21.  The  trumpets  sounded,  —  the  army  went  on  its  way  to 
France. 

22.  But  now  and  then  she  looked  up  and  wailed,  and 
called  her  mother;  —  she  did  not  see  Perseus,  —  the  cap  of 
darkness  was  on  his  head. 

23.  Bruce,  seeing  the  success  of  the  spider,  resolved  to 
try  his  own  fortune ; — as  he  had  never  before  gained  a  victory, 
so  he  never  afterward  sustained  any  decisive  defeat. 

24.  The  purpose  inducing  their  stay  is  altogether  un- 
known; —  nor  can  I  suggest  any  satisfactory  reason  for  it. 

25.  He  was  not  yet  wholly  recovered  of  his  sickness;  —  it 
would  have  passed  the  wit  of  man  to  devise  means  by  which 
he  could  be  kept  in  his  pavilion. 

26.  The  Life  of  Savage  was  anonymous; — it  was  well 
known  in  literary  circles  that  Johnson  was  the  writer. 

27.  When  a  man  hears  himself  somewhat  misrepresented, 
it  provokes  him;  —  when  misrepresentation  becomes  very 
gross  and  palpable,  it  is  more  apt  to  amuse  him. 

28.  The  newspaper  is  almost  as  necessary  as  your  food 
and  clothing;  — it  is  far  more  luxurious  as  a  possession  than 
anything  on  the  table  before  you. 

29.  When  you  touch  the  pocketbook  of  "  Uncle  Sam," 
you  reach  his  earthquake  center;  —  for  defense,  for  the  pres- 
ervation of  the  national  honor,  this  people  will  spend 
untold  sums. 


Chapter  IV 

ESSENTIALS   OF   ORAL  GRAMMAR 

"Habit  a  second  nature!  Habit  is  ten  times  nature," 
the  Duke  of  Wellington  is  said  to  have  exclaimed;  and  the 
degree  to  which  this  is  true  no  one  probably  can  appreciate 
as- well  as  one  who  is  a  veteran  soldier  himself.  The  daily 
drill  and  the  years  of  discipline  end  by  fashioning  a  man 
completely  over  again,  as  to  most  of  the  possibilities  of  his 
conduct. 

"There  is  a  story,"  says  Professor  Huxley,  "which  is 

credible  enough,  though  it  may  not  be  true,  of  a  practical 

joker  who,  seeing  a  discharged  veteran  carrying  home  his 

dinner,  suddenly  called  out,  'Attention!'  whereupon  the  man 

instantly  brought  his  hands  down,  and  lost  his  mutton  and 

potatoes  in  the  gutter.      The  drill   had   been  thorough, 

and  its  effects  had  become  embodied  in  the  man's  nervous 

structure." 

William  James  :  Psychology,  Briefer  Course. 

It  is  not  only  in  military  matters  but  also  in 
many  of  the  affairs  of  life  that  drill  contributes  to 
efficiency.  Constant  drill  induced  in  the  sergeant 
a  habit  which  made  him  act,  when  he  was  not 
thinking,  as  he  had  acted  during  his  strenuous 
hours  of  military  drill.  Just  so  constant  drill  in 
the  correct  forms  of  language  constructions  that 
prove  difficult  in  daily  conversation  will  make  you 
speak  correctly  from  habit.     Without  conscious 

65 


66  ENGLISH  FOR  BUSINESS 

thought  of  the  rule  lying  back  of  the  construc- 
tion, you  will  use,  with  perfect  naturalness,  cor- 
rect forms  of  speech.  And  this  habit  of  correct 
speaking  will  be  of  invaluable  assistance  to  you 
in  every  walk  of  life,  but  in  none  more  than  in 
business.  Probably  no  one  speaks  oftener  than 
the  man  of  business ;  probably  no  one  is  more  de- 
pendent upon  the  use  of  English  as  a  tool  than 
the  man  engaged  in  active  commercial  affairs. 
Inasmuch  as  self-cultivation  in  the  use  of  English 
as  a  tool  must  come  through  talking,  the  follow- 
ing opportunities  for  oral  practice  in  correct  gram- 
matical usage  are  included  in  this  book. 

Rule  1.  —  The  object  of  a  preposition  is  in  the  ob- 
jective case. 

Examples  : 

The  house  is  by  the  river. 
The  river  runs  near  the  house. 
He  sat  beside  Frank  and  me. 

In  the  first  sentence,  river  is  a  noun  in  the  ob- 
jective case,  the  object  of  the  preposition  by.  In 
the  third  sentence,  me  is  a  pronoun  in  the  objec- 
tive case,  the  object  of  the  preposition  beside. 

A  comparison  of  the  word  house  in  the  first  sen- 
tence with  the  same  word  in  the  second  sentence 
shows  that  a  noun  does  not  change  its  form  to 
distinguish  the  subjective  from  the  objective  case. 
Rule  1,  therefore,  is  not  important  in  the  consid- 
eration of  this  part  of  speech.     It  is  necessary, 


ESSENTIALS  OF  ORAL  GRAMMAR 


67 


however,  to  keep  this  rule  constantly  in  mind  in 
the  use  of  pronouns,  which  usually  change  their 
form  to  show  difference  in  case.  As  an  illustration, 
me,  the  objective  case,  must  be  used  in  the  third 
sentence,  and  not  /,  the  subjective. 


Exercise  16 

1.   Learn  the  following 

forms. 

Subjective  Case 

Objective  Case 

Singular 

Singular 

I 

me 

you 

you 

he,  she,  it 

him,  her,  it 

Plural 

Plural 

we 

us 

you 

you 

they 

them 

Singular  and  Plural 

Singular  and  Plural 

who 

whom 

whoever 

whomever 

whosoever 

whomsoever 

2.  The  following  are  the  common  prepositions. 
Learn  them. 

Above,  after,  among,  at,  before,  below,  beside,  between, 
but  (meaning  except),  by,  except,  for,  from,  in,  into,  near, 
of,  on,  over,  to,  under,  up,  with. 

3.  Read  aloud  the  following  sentences.  Name  in 
each  the  preposition  and  its  object. 

L  He  did  that  for  Frank  and  me, 
2.  He  has  faith  in  you  and  me. 


68  ENGLISH  FOR  BUSINESS 

3.  All  went  except  John  and  her. 

4.  All  went  but  John  and  her. 

5.  I  did  not  know  to  whom  I  should  address  the  letter. 

6.  That  is  a  matter  between  him  and  them. 

7.  No  differences  should  exist  between  you  £uid  me. 

8.  To  whomsoever  he  addressed  a  remark,  that  person 
instantly  hstened. 

Exercise  17.—  Oral 

I.  Fill  in  the  blanks  in  the  following  sentences  with 
the  correct  form  of  appropriate  pronouns. 

1.  He  was  invited  by  Mrs.  Brown  and . 

2.  With did  you  say  he  ate  supper? 

3.  He  worked  for  years  beside  Mr.  Harrison  and . 

4.  The  party  was  given  to  Frank  and . 

5.  Between  you  and ,  there  is  no  difference  in  the 

two  statements. 

6.  WiU  you  go  with  John  and ? 

7.  Between  Helen  and there  is  no  trouble. 

8.  Julia  was  Ustening  to  Francis  and  . 

9.  Between and there  never  has  been  a 

misunderstanding. 

10.  By was  the  mistake  made.^ 

II.  He  is  the  man  with 1  talked  last  night. 

2.  Write  ten  illustrations  of  Rule  1.  Read  them 
aloud.  Caution :  Be  sure  to  have  the  second  object, 
if  there  is  one,  a  pronoun. 

Rule  2.  The  object  of  a  verb  is  in  the  objective  case. 

Exercise  18.  —  Oral 

1.  Repeat  the  following  sentences  many  times 
until  the  objective  form  of  the  pronoun  sounds  natural 
to  the  ear. 


ESSENTIALS  OF  ORAL  GRAMMAR  69 

1.  She  scolded  John  and  me  for  our  tardiness. 

2.  He  wanted  both  you  and  him. 

3.  He  aided  him  and  her, 

4.  He  fed  them  and  us, 

2.   Fill  in  the  blanks  in  the  following  sentences  with 
the  correct  form  of  appropriate  pronouns. 

1.  did  you  ask? 

2.  He  meant  Fred  and . 


3.  I  know  both  Marie  and . 

4.  They  took  John  and in  the  automobile. 

5.  were  you  assisting? 

6.  You  may  invite you  please. 

7.  I  know they  mean. 

8.  That  work  was  done  by  Lucy  and . 

9.  and  her  friends  I  admire. 

10.  do  you  expect  to  see  at  the  party? 

11.  They  elected  James  and as  managers. 

12.  and  their  comrades  I  shall  invite. 

13.  do  you  think  they  will  elect  as  candidate? 

14.  do  you  think  I  saw  in  Rome  last  summer? 

15.  do  you  think  will  be  chosen? 

Rule  3.  —  The  case  of  a  relative  pronoun  is  deter- 
mined by  its  use  in  the  clause  which  it  introduces. 

Relative  pronouns  may  be  used  to  introduce 
adjective  clauses  or  noun  clauses. 

An  adjective  clause  is  a  clause  which  may  be 
used  as  an  adjective,  to  modify  a  noun  or  a  pro- 
noun. Take  for  example  the  following  sentences, 
containing  adjective  clauses. 

Mr.  Brown,  who  is  a  graduate  of  Harvard,  has  accepted 
the  position. 


70  ENGLISH  FOR  BUSINESS 

Mr.  Brown,  whom  you  have  met,  has  accepted  the  position. 
Mr.  Brown,  to  whom  you  were  speaking,  has  accepted  the 
position. 

In  the  three  itahcized  adjective  clauses,  the  rela- 
tive pronoun  plays  different  parts.  In  the  first, 
who  is  the  subject  of  is  graduate;  in  the  second, 
whom  is  the  object  of  the  verb  met;  and  in  the 
third,  whom  is  the  object  of  the  preposition  to. 

Caution  :  Do  not  mistake  parenthetical  expressions 
in  deciding  the  case  of  relative  pronouns.  Take  for 
example: 

Mr.  Brown,  who  I  believe  is  a  graduate  of  Harvard,  has 
accepted  the  position. 

In  this  sentence,  /  believe  is  a  parenthetical  ex- 
pression and  may  be  read  at  the  end  of  the  adjec- 
tive clause  (Mr.  Brown,  who  is  a  graduate  of 
Harvard,  I  beheve,  has  accepted  the  position)  or 
may  be  omitted,  without  affecting  the  case  of  the 
relative  pronoun. 

Exercise  19. —  Oral 

Supply  the  correct  form  of  the  pronoun  who  in 
the  following  sentences. 

1.  The  boy, I  beheve  you  know,  was  elected. 

2.  Miss  Brown, 1  beheve  has  accepted  the  posi- 
tion, will  arrive  to-morrow. 

3.  I  shall  submit  the  plans  to  those 1  know  will 

advise  me. 

4.  The  boy  to he  was  addressing  his  remarks  was 

not  listening. 


ESSENTIALS  OF  ORAL  GRAMMAR  71 

5.   They  recommended   only  those they  thought 

were  capable. 

6  They   found    the    convict they    thought    had 

escaped. 

7.  The  man 1  beheve  was  injured  has  recovered. 

8.  The  candidate they  say  should  be  elected  was 

present  at  the  meeting. 

Note:  For  the  punctuation  of  adjective  clauses,  see 
Chapter  V,  page  102. 

A  noun  clause  is  a  clause  which  may  be  used  as  a 
noun.  Take  for  example  the  following  sentences, 
containing  noun  clauses. 

Diagram  I 

(whomever  I  met. 
whoever  was  present, 
who  the  next  guide  would  be. 

In  each  of  the  italicized  noun  clauses,  which  are 
used  as  the  objects  of  the  verb  asked,  who  or  who- 
ever has  a  different  use.  In  the  first,  whomever  is  the 
object  of  the  verb  met;  in  the  second,  whoever  is 
the  subject  of  the  predicate  was  present ;  and  in  the 
third,  who  is  the  subjective  complement  of  the  verb 
would  he. 

Diagram  U 

(whomever  I  met 
whoever  was  present, 
who  the  next  guide  would  he. 

In  the  sentences  above,  each  italicized  noun  clause 
is  the  object  of  the  preposition  in.  In  each  case, 
however,  the  relative  pronoun  has  the  same  con- 
struction as  in  Diagram  I. 


72  ENGLISH  FOR  BUSINESS 

Diagram  m 

Whomever  I  met        ]       ,     ^ 

^jrj  ,  \  spoke  to  me. 

Whoever  was  present  J 

Who  the  next  guide  will  be  was  the  question. 

In  Diagram  III,  the  noun  clauses  are  used  as  sub- 
jects. Note  that  the  same  noun  clauses  are  used  as 
objects  in  Diagram  II. 

Therefore,  first  determine  the  clause  and  then  find 
what  part  the  relative  pronoun  plays  in  that  par- 
ticular clause. 

Exercise  20.  —  Oral 

Supply  the  correct  form  of  who  or  whoever  in  the 
following  sentences. 

1.  You  may  select  (whoever,  whomever)  you  like. 

2.  You  can  assist  (whoever,  whomever)  does  not  seem 
to  be  sure  of  the  way. 

3.  I  had  no  doubt  as  to  (who,  whom)  you  meant. 

4.  Give  the  prize  to  (whoever,  whomever)  deserves  it. 

5.  We  were  not  sure  of  (who,  whom)  the  next  teacher 
would  be. 

6.  It  makes  no  difference  (who,  whom)  is  chosen  for 
the  position. 

7.  I  agreed  to  help  (whoever,  whomever)  came  to  me 
for  assistance. 

8.  They  were  excited    about    (who,  whom)  the  next 
president  would  be. 

9.  Speak  to  (whoever,  whomever)  you  know. 

10.  I  can  not  imagine  (who,  whom)  it  was. 

11.  He  was  anxious  about  (who,  whom)  the  next  man- 
ager would  be. 

12.  He  was  willing  to  assist  (whoever,  whomever)  needed 
his  services. 


ESSENTIALS  OF  ORAL  GRAMMAR  73 

13.  They  agreed  to  vote  for  (whoever,  whomever)  the 
party  nominated. 

14.  I  am  proud  of  (whoever,  whomever)  does  good  work. 

15.  I  shall  discuss  the  question  with  (whoever,  whom- 
ever) you  may  select  as  chairman  of  the  committee. 

Rule  4.  —  A  noun  or  pronoun  completing  the  finite 
form  of  the  verb  to  be  requires  the  subjective  case. 
Example:  It  was  I. 

/  is  the  complement  of  the  verb  was  and  therefore 
must  be  in  the  subjective  case. 

Exercise  21. —  Oral 

1.  Read  aloud  many  times  the  following  sentences. 

1.  It  is  he. 

2.  It  must  have  been  she. 

3.  It  could  not  have  been  we. 

4.  I  know  that  it  was  they. 

5.  How  do  you  know  it  was  they? 

6.  I  know  it  could  not  possibly  have  been  he. 

7.  Could  it  have  been  we? 

8.  Are  you  sure  it  was  I? 

2.  Supply  the  correct  forms  of  appropriate  pro- 
nouns in  the  following  sentences. 

1.  It  was . 

2.  He  said  that  it  was . 


3.  How  do  you  know  it  is 

4.  It  may  have  been 


5.  How  could  it  have  been ? 

6.  Those  are . 

7.  It  might  have  been that  he  blamed. 

8.  It  can  not  be . 


9.  It  could  not  have  been 

10.  Are  you  sure  that  it  was  not 


74  ENGLISH  FOR  BUSINESS 

Rule  5. — The  subject  of  an  infinitive  is  in  the  objec- 
tive case. 

Take  this  sentence,  for  example:  He  took  me  to  he 
her.  The  infinitive  phrase,  me  to  he  her,  is  the  object 
of  the  verb  took.  The  subject  of  the  infinitive  to  he 
is  me,  which  is  in  the  objective  case.  Therefore,  her, 
which  refers  to  me,  and  is  used  as  a  complement  of 
the  infinitive  to  he,  must  be  also  in  the  objective  case. 

Exercise  22.— Oral 
Drill  aloud  on  the  correct  form. 

1.  They  believed  me  to  be  either  (he,  him)  or  his  brother. 

2.  The  man  (who,  whom)  I  wish  to  be  chosen  has  good 
recommendations. 

3.  The  man  (who,  whom)  the  papers  declared  to  be  guilty 
was  proved  innocent. 

4.  (Who,  whom)  did  they  suppose  me  to  be  ? 

5.  (Who,  whom)  did  you  wish  me  to  be  in  the  play  ? 

Rule  6.  —  When  used  as  a  complementary  in- 
finitive, the  infinitive  to  be  should  be  completed  by 
the  subjective  form  of  the  pronoun. 

Example:  It  appeared  to  be  she. 

To  he  in  this  sentence  fills  out  the  meaning  of 
appeared  and  is  therefore  complementary.  She  in 
turn  completes  the  meaning  of  to  he  and  is,  therefore, 
subjective. 

Exercise  23.— Oral 

Drill  aloud  on  these  illustrations. 

1.  I  seemed  to  be  he  in  my  dream. 

2.  I  should  like  to  be  he. 


ESSENTIALS  OF  ORAL  GRAMMAR  75 

3.  I  should  be  willing  to  be  he. 

4.  I  wanted  to  be  she  in  the  play. 

5.  We  didn't  want  to  be  they. 

Rule  7.  —  A  pronoun  should  agree  with  its  ante- 
cedent in  person  and  number. 

Example  : 

If  any  one  comes  while  I  am  away,  tell  him  I 
expect  to  return  soon. 

In  this  sentence  him  must  be  used  to  agree  with  its 
antecedent,  any  one,  which  is  third  person  and  sin- 
gular. 

Note:  If  the  antecedent  is  indefinite,  as  in  the  case  of 
any  one,  the  masculine  gender  is  used,  unless  the  thought 
expressed  requires  the  feminine. 

Exercise  24. —  Oral 

Fill  in  the  blanks  in  the  following  sentences  with 
pronouns  agreeing  in  person  and  number  with  their 
corresponding  antecedents.  It  must  be  remembered 
that  anybody,  everybody,  nobody,  neither,  either,  any 
one,  and  each  are  singular.  Read  orally  the  com- 
pleted exercise. 

1.  Every  one  should  do duty. 

2.  Neither  of  the  boys  is  willing  to  give  up plan. 

3.  Every  one  of  us  girls  is  busy  about work. 

4.  If  any  one  asks  my  opinion,  I  shall  probably  teU 

what  I  think. 

5.  Everyone  can  learn   to   ride   a  bicycle  if is 

persevering. 

6.  Every   child   is  doing  own   work   now   with 

pleasure. 


76  ENGLISH  FOR  BUSINESS 

7.  Any  one  that  wishes   a  ticket  may  register  

name  at  my  office. 

8.  A  person  should  watch  the  cases  of  pronouns  every 
time speaks. 

9.  Everybody  should  control temper. 

10.  The  laborer  is  worthy  of hire. 

Note  1:  When  a  pronominal  adjective  or  a  pronoun 
refers  to  two  or  more  singular  nouns  connected  by  and,  the 
plural  form  is  used. 

Example:  The  boy  and  the  girl  have  left  their  place. 

Exercise  25.  —  Written  and  Oral 

Write  five  sentences  illustrating  Note  1.  Read  the 
sentences  orally. 

Note  2 :  If  the  subject  consists  of  two  or  more  nouns  or 
pronouns  connected  by  either  —  or,  or  neither  —  nor,  it  is 
customary  to  make  the  verb  agree  with  the  nearest  subject, 
as,  Either  you  or  I  am  at  fault.  It  is  well,  however,  to  avoid 
such  constructions.  In  this  instance  it  is  better  to  say,  One 
of  us  is  at  fault. 

Note  3:  When  nouns  are  considered  separately,  the 
pronoun  or  pronominal  adjective  referring  to  each  noun  is 
singular. 

Example:  Neither  Harry  nor  Jasper  availed  himself 
of  his  chance. 

Exercise  26.— Oral 

Give  orally  five  illustrations  of  Rule  7,  Note  3. 
Rule  8.  —  The  possessive  case  of  the  noun  or  pro- 
noun should  precede  the  verbal  noun  in  ing. 

Examples  : 

He  was  sure  of  Mary's  winning. 

He  was  unable  to  account  for  my  going. 


ESSENTIALS  OF  ORAL  GRAMMAR  77 

Exercise  27.— Oral 

Read  aloud  the  following  sentences.  Emphasize 
the  italicized  words. 

1.  He  was  not  aware  of  Mr.  White's  being  here. 

2.  He  is  not  interested  in  my  becoming  superintendent  of 
the  factory. 

3.  Why  has  Mrs.  Hanson's  going  been  kept  a  secret? 

4.  He  is  desirous  of  my  leaving  the  consular  service. 

Rule  9. — After  than  and  as  introducing  incomplete 
clauses,  use  the  form  of  the  pronoun  required  if  the 
clauses  were  completed. 

Examples: 

He  is  larger  than  I  means  he  is  larger  than  I  am 

large. 
He  is  as  large  as  I  means  he  is  as  large  as  I  am 

large. 
I  admire  him  more  than  her  means  7  admire  him 

more  than  I  admire  her. 

Note  :  With  not,  use  so  instead  of  as. 
Example:  He  is  not  so  large  as  L 

Exercise  28.  —  Oral 

Fill  each  blank  with  the  correct  form  of  a  suitable 
pronoun.    In  each  sentence  give  the  complete  meaning. 

1.  You  are  not  so  nice  as . 

2.  He  likes  him  better  than . 


3.  He  is  as  anxious  as to  go. 

4.  He  does  finer  work  than . 

5.  If  you  are  not  so  successful  as ,  it  is  not  a  fault 

of  mine. 


78  ENGLISH  FOR  BUSINESS 

Rule  10. — The  pronoun  some  must  not  be  confused 
with  the  adverb  somewhat. 

Example  : 

He  is  some  worse,  is  incorrect.    The  correct  form  is : 
He  is  somewhat  worse. 

Exercise  29.  —  Oral 
Read  aloud  the  following  sentences. 

1.  He  is  somewhat  older  than  I. 

2.  His  work  has  improved  somewhat. 

3.  Hasn't  his  voice  changed  somewhat  since  his  illness? 

Rule  11.  —  A  verb  agrees  with  its  subject  in  per- 
son and  number. 

Example:   He  does  his  work  faithfully. 

Does  is  third  person  singular,  as  is  also  its  subject, 
he. 

Exercise  30. —  Oral 

Read  aloud  the  following  sentences,  choosing  the 
correct  form.  It  is  necessary  in  each  sentence  to 
determine  at  the  outset  the  subject  base.  (See 
Chapter  III,  page  40.) 

1.  Outside  (wait,  waits)  the  two  ministers. 

2.  Honesty  as   well   as   industry   (are,    is)    needed    in 
business. 

3.  Every  one  of  us  (is,  are)  lucky  to  have  escaped. 

4.  The  choice  of  words,  phrases,  and  clauses  (is,  are) 
important  in  building  a  sentence  from  its  base. 

5.  The  color  of  the  chaiirs  (were,  was)  green. 

6.  Every  child,  whether  sick  or  not,  (are,  is)  forced  to 
play  indoors. 


ESSENTIALS  OF  ORAL  GRAMMAR  79 

7.  He  (don't,  doesn't)  care  about  that. 

8.  Two  miles  (were,  was)  soon  covered  by  the  machine. 

9.  Not  one  of  you  (has,  have)  done  that  correctly. 

10.  Neither  one  of  us  (wants,  want)  that  to  happen. 

11.  The  woman  with  her  children  (has,  have)  gone. 

12.  Every  man,  woman,  and  child  (was,  were)  laughing. 

13.  The  teacher,  not  the  children,  (were,  was)  frightened. 

14.  The  captain  and  the  sailors  (are,  is)  disabled. 

15.  Neither  Frank  nor  Harry  (is,  are)  here. 

Rule  12.  —  Do  not  separate  /o,  the  sign  of  the  in- 
finitive, from  its  verb. 

Example: 

Do  not  say,  He  wanted  me  to  quickly  dress;  say, 
He  wanted  me  to  dress  quickly. 

Exercise  31.  —  Written  and  Oral 

Write  ten  sentences  in  which  an  adverb  modifies 
an  infinitive.  Place  the  adverb  in  such  a  position  that 
it  will  modify  the  infinitive  and  yet  will  not  split 
the  verb  part  from  the  preposition  to.  Read  your  sen- 
tences aloud. 

Rule  13.  —  Sit  and  set. 

Sit  means  to  rest.    Its  principal  parts  are: 


Present            Past             Progressive 

Completed 

sit,                 sat,               sitting, 

(have)  sat. 

Examples: 

I  sit  here  to  get  the  best  view. 

I  sat  before  the  fire,  for  the  day  was  very  cold. 

He  is  sitting  alone  in  his  room. 

They  have  sat  in  that  schoolroom  for  the  last  time. 


80  ENGLISH  FOR  BUSINESS 

Set  means  to  place,  to  put.    Its  principal  parts  are: 

Present  Past  Progressive  Completed 

set,  set,  setting,  (have)  set. 

Examples: 

Set  that  dish  on  the  side  table,  please. 
She  set  these  chairs  here  for  us. 
Setting  this  point  aside,  let  us  go  on. 
I  have  set  everything  in  order. 

Exercise  32. —  Oral 

1.  Fill  the  blanks  in  the  following  sentences  with 
the  proper  forms  of  sit  or  set. 

1.  He the  pan  on  the  stove. 

2.  The  child by  the  dog  for  an  hour. 

3.  We by  the  fire  until  it  died  out. 

4.  He the  tenpins  in  a  row. 

5.  The  farmer the  hen  on  her  nest. 

6.  They the  table  for  two  guests. 

7.  He me  right  on  that  question. 

8.  The    hen  on  her  nest  in  spite  of  the  ap- 
proaching danger. 

9.  His  coat badly. 

10.  He the  bag  down  with  a  thump. 

2.  Use  the  progressive  or  the  completed  form  of 
sit  or  set  to  fill  the  blanks  in  the  following  sentences. 

1.  We  have here  long  enough. 

2.  He  has  been out  plants. 

3.  The  farmer  has a  dozen  eggs. 

4.  We  may  have  been here  too  long. 

5.  The  doctor  has the  child's  arm. 

6.  He  has the  dictionary  in  the  wrong  place. 


ESSENTIALS  OF  ORAL  GRAMMAR  81 

7.  She  is in  the  Hbrary. 

8.  Lucy  has the  table. 

9.  He  is the  pace. 

10.  How  long  have  you  been here? 

11.  He  is that  old  cameo  for  me. 

12.  Is  he for  a  portrait.^ 

13.  Where  has  he during  the  trial? 

14.  James  is  in  the  room. 

15.  I  have his  mind  at  rest  on  that  subject. 

16.  You  are  not the  proper  kind  of  example  in 

doing  that. 

17.  The  dealer  has a  high  price  on  that  furniture. 

18.  The  Senate  is now. 

19.  The  young  king  has in  judgment  for  the  first 

time,  to-day. 

20.  The  army  is before  the  fort. 

21.  He  has a  copy  for  me. 

Rule  14.  —  Lie  and  lay. 

Lie  means  to  rest,  to  recline.   Its  principal  parts  are: 

Present  Past  Progressive  Completed 

lie,  lay,  lying,  (have)  lain. 

Examples: 

Gr^t  cities  lie  along  the  course  of  this  river. 

He  lay  ill  for  three  weeks. 

Your  coat  is  lying  on  the  chair. 

I  have  lain  on  the  sofa  all  afternoon. 

Lay  means  to  place,  to  put,  to  deposit.    Its  prin- 
cipal parts  are: 

Present  Past  Progressive  Completed 

lay,  laid,  laying,  (have)  laid. 


82  ENGLISH  FOR  BUSINESS 

Examples: 

Let  us  lay  the  cloth  on  the  table. 
The  old  man  laid  his  hand  on  the  child's  head. 
Laying  aside  aU  fear,  let  us  go  on  to  the  end. 
I  have  laid  the  case  before  a  good  lawyer. 

Exercise  33.  —  Oral 

Fill  the  blanks  in  the  following  sentences  with  the 
proper  forms  of  lie  or  lay. 

1.  He the  rug  on  the  steps. 

2.  How  many  bricks  does  he a  day? 

3.  He a  heavy  tax  on  that  necessity. 

4.  The  harm at  his  door. 

5.  Let  them there. 

6.  The  carpet  has  always smooth  there,  hereto- 
fore. 

7.  I  saw  him on  the  grass. 

8.  Does  the  army in  ambush.'* 

9.  He  has his  plans  before  me. 

10.  Those  goods  were on  the  counter  a  long  time. 

11.  Our  path in  that  direction. 

12.  He  is a  good  foundation  for  future  advance- 
ment. 

13.  The  ship at  anchor  in  yonder  harbor. 

14.  Is  he another  scheme  to  catch  him? 

15.  The  child  has there  long  enough. 

16.  There the  difficulty. 

Rule  15.  —  Rise  and  raise. 

Rise  means  to  go  up,  ascend.     Its  principal  parts 
are: 

Present  Past  Progressive  Completed 

rise,  rose,  rising,  (have)  risen. 


ESSENTIALS  OF  ORAL  GRAMMAR  83 

Examples  : 

The  cliffs  rise  steeply  from  the  lake. 

I  rose  to  a  point  of  order. 

The  prices  of  food  and  clothing  are  steadily  rising. 

He  has  risen  from  obscurity  to  eminence. 

Raise  means  to  move  upward,  to  cause  to  rise. 
The  principal  parts  are: 

Present  Past  Progressive  Completed 

raise,  raised,  raising,  (have)  raised. 

Examples  : 

Raise  the  sign  of  victory. 
They  raised  their  voices  in  a  mighty  shout. 
He  is  raising  their  standards  of  scholarship. 
I  fear  you  have  raised  his  hopes  too  high. 

Exercise  34.  —  Oral 

Fill  the  blanks  in  the  following  sentences  with  the 
proper  forms  of  rise  or  raise. 

1.  The  lark higher  and  higher. 

2.  They  discussed  the  matter  before . 

3.  He the  sunken  vessel. 

4.  That  river in  New  York  State. 

5.  The  owner  is  going  to the  building  by  adding 

another  story. 

6.  The  enemy a  fort  on  that  spot. 

7.  That  kind  of  bread more  quickly  than  the 

old  kind. 

8.  The  yeast  did  not the  bread  as  it  should. 

9.  He  has to  the  rank  of  captain. 

10.  That  building  has the  cost  of  land  hereabouts. 

11.  He his  voice  as  he  spoke  to  me. 


84  ENGLISH  FOR  BUSINESS 

12.  Stocks  have in  value. 

13.  Will  that doubts  in  his  mind? 

14.  The  people against  him  on  account  of  his 

cruelty. 

15.  The  ground to  the  northward. 

16.  They  are a  fund  to  assist  the  sufferers. 

17.  He  was  not  able  to to  the  occasion. 

18.  The  crowd a  shout  of  applause. 

19.  Will  that  cause  a  question  to  be ? 

20.  Smoke  is from  the  chimney. 

Ruleie.  —  Fa//and/c//. 

Fall  means  to  drop  from  a  higher  to  a  lower  place 
or  position,  to  sink,  to  descend,  to  settle  down.  The 
principal  parts  are: 

Present  Past  Progressive  Completed 

fall,  fell,  falling,  (have)  fallen. 

Examples: 

The  splendor  falls  on  castle  walls. 

He  fell  from  his  horse,  but  was  unharmed. 

The  tide  is  falling  fast. 

Wages  have  fallen  very  much  in  that  industry. 

Fell  means  to  cause  to  fall,  to  bring  to  the  ground, 
to  cut  down.        Its  principal  parts  are: 

Present  Past  Progressive  Completed 

feU,  felled,  feUing,  (have)  feUed. 

Examples: 

Will  you  fell  that  tree? 

He  felled  him  with  one  blow. 


ESSENTIALS  OF  ORAL  GRAMMAR  85 

The  forester  was  trying  to  stop  the  fire  by  felling 

the  trees  in  its  path. 
The  angry  beast  rushed  at  the  hunter,  but  was 

felled  by  a  well-aimed  thrust. 

Exercise  35.— Oral 

Fill  the  blanks  in  the  following  sentences  with  the 
proper  forms  oifall  or  fell, 

1.  He upon  his  knees. 

2.  The  river  has afoot. 

3.  The  stronghold after  a  short  siege. 

4.  He  has more  trees  than  I. 

5.  Stocks  have below  par,  in  many  cases. 

6.  The  policeman the  thief  with  his  club. 

7.  The  wounded  soldier behind  on  the  march  to 

Paris. 

8.  He  has a  victim  to  his  old  habit. 

9.  While  he  was a  tree,  he  hurt  his  foot. 

10.   I heir  to  a  large  estate. 

Rule  17.  —  Use  the  indicative  mood  to  express  a 
supposition  which  is  assumed  to  be  true  or  which  is 
made  without  any  suggestion  of  its  improbability. 

Example:  That  house  is  a  hundred  years  old. 

Rule  18.  —  Use  the  subjunctive  mood  to  express  a 
supposition  which  is  considered  by  the  speaker  to  be 
untrue,  improbable,  or  contrary  to  fact;  use  this 
mood,  also,  to  express  a  wish. 

Examples: 

If  I  were  he,  I  would  not  do  that. 
I  wish  he  were  here. 


86 


ENGLISH  FOR  BUSINESS 


INDICATIVE   AND   SUBJUNCTIVE 


Indicative 

Subjunctive 

Present 

Present 

Singular 

Plural 

Singular             Plural 

I  am 

We  are 

I  be                     We  be 

Thou  art 

You  are 

Thou  be               You  be 

He  is 

They  are 

He  be                  They  be 

Past 

Past 

I  was 

We  were 

I  were                 We  were 

Thou  wast 

You  were 

Thou  wert           You  were 

He  was 

They  were 

He  were              They  were 

Present 

Present 

IcaU 

WecaU 

I  call                   We  caU 

Thou  callest          You  call 

Thou  call             You  call 

HecaUs 

They  call 

He  call                They  call 

Past 

Past 

IcaUed 

WecaUed 

I  called                We  called 

Thou  calledst        You  called 

Thou  calledst      You  called 

He  called 

They  called 

He  called            They  called 

Exercise  36. —  Oral 
Fill  the  blanks  in  the  following  sentences  with 
forms  of  the  verbs  in  the  correct  mood,  or,  when 
two  formg  are  given,  select  the  correct  one. 


1. 

2. 
3. 
4. 
5. 
you. 
6. 
7. 


If  I in  his  place,  I  should  go. 

How  I  wish  he here  now. 

He  wishes  that  I eligible. 


Would  that  I 


able  to  help  you  I 


he  the  president,  I  could  secure  this  favor  for 

I  wish  I in  Paris  now. 

Be  careful  lest  he  (fall,  falls). 


ESSENTIALS  OF  ORAL  GRAMMAR  87 

Rule  19.  —  Ought  is  a  defective  verb  and  can  not 
be  conjugated.  Therefore,  do  not  use  such  forms 
as  hadnt  I  ought  to  go  and  hadnt  I  ought  to  have  goncy 
but  use  ought  I  not  to  go  and  ought  I  not  to  have  gone. 

Rule  20.  —  Do  not  use  Use 

couldn't  hardly  could  hardly 

couldn't  scarcely  could  scarcely 

hadn't  but  had  but 

hadn't  only  had  only 

Rule  21.  —  Pronouns  ending  in  self  should  be  used 
only  to  denote  emphasis  or  express  a  reflexive  idea. 

Examples  : 

I  myself  would  be  insulted.    (Emphasis) 
I  hit  myself.    (Reflexive) 

Caution:  Do  not  say,  John  and  myself  went.  Myself 
in  this  sentence  does  not  express  an  emphatic  or  a  reflexive 
idea. 

Rule  22. — Use  either,  neither,  in  speaking  of  one  of 
two  persons  or  things. 

Examples: 

Take  John  or  Frank  as  guide;   either  knows  the 

way. 
Has  neither  of  you  two  girls  my  pen? 

Rule  23. — Use  any  one,  no  one^  in  speaking  of  one 
of  more  than  two  persons  or  things. 

Examples: 

Invite  Mary  or  Mabel  or  Julia;  any  one  of  them 

will  be  welcome. 
Has  no  one  of  you  four  fellows  the  courage  to 
do  this? 


88  ENGLISH  FOR  BUSINESS 

Rule  24.  —  Never  use  an  unnecessary  personal 
pronoun  after  the  subject  of  a  sentence. 

Example  : 

Do  not  say,  John,  he  was  too  lazy  to  succeed. 
Say,  John  was  too  lazy  to  succeed. 

Rule  25.  —  Use  can  and  could  to  denote  ability  or 
possibility. 

Examples: 

I  can  see  the  reason  for  that  now. 
I  could  do  that  once. 
He  could  have  gone. 

Rule  26. — Use  may  and  might  to  denote  permission. 

Examples  : 

You  may  go  now. 

He  said  that  I  might  help  him. 

Rule  27. — With  the  verbs  smell,  look,  sound,  taste, 
grow,  and  seem  use  (a)  an  adjective  when  the  modifier 
applies  to  the  subject  of  the  verb,  (i)  an  adverb 
when  the  modifier  applies  to  the  verb  itself. 

Example  of  (a)  She  looked  sad. 

Example  of   (6)  She  looked  sadly  at  the  boy. 

Exercise  37.  —  Oral  Review 

Supply  the  correct  form  of  pronouns  or  correct 
the  whole  sentence  if  necessary. 

1.  Did  I  appeeir  to  be  Kke  (he,  him).'^ 

2.  I  ought  to  leave  now,  hadn't  I? 

3.  This   is   the   speaker    (who,   whom)    I   beheve   you 
heard. 


ESSENTIALS  OF  ORAL  GRAMMAR  89 

4.  (She,  her)  and  her  friends  I  admire. 

5.  I  promised  to  let  Mildred  and  (she,  her)  go  to  the 
theater. 

6.  (Whoever,  whomever)  wishes  a  position  may  apply 
at  the  office. 

7.  (Who,  whom)  do  you  think  they  will  select  as  can- 
didates.? 

8.  I  hadn't  only  one  lesson  to  study  last  evening. 

9.  That  must  be  decided  by  James  and  (she,  her). 

10.  Why  did  you  imagine  the  lady  to  be  (she,  her)? 

11.  (Who,  whom)  do  you  think  it  could  be? 

12.  Mr.  Clark,  for  (who,  whom)  the  design  was  made, 
was  not  satisfied. 

13.  (They,  them)  and  their  comrades  I  shall  invite. 

14.  I  should  give  (he,  him)  the  work  sooner  than  (she, 
her). 

15.  The  credit  belongs  to  Mary  and  (she,  her). 

16.  If  I  (was,  were)  she,  I  should  leave  immediately. 

17.  It  was  thought  to  have  been  (he,  him)  who  did  it. 

18.  Prices  have  been  (correct  form  of  rise  or  raise)  this 
fall. 

19.  He  told  his  plan  to  those  (who,  whom)  he  believed 
would  carry  it  out. 

20.  My  mother  gave  Helen  and  (I,  me)  a  party. 

21.  We  should  Uke  to  be  (they,  them); 

22.  She  was  not  talking  to  (we,  us)  girls  at  aU. 

23.  The  guard  permitted  May  and  (I,  me)  to  enter. 

24.  I  am  not  positive  about  (Henry,  Henry's)  going  to 
college. 

25.  They  elected  James  and  (he,  him)  as  managers. 

26.  (Who,  whom)  do  you  think  they  will  choose? 

27.  Every  one  (know,  knows)  what  is  (his,  their)  part  in 
the  work. 

28.  Why  did  they  believe  me  to  be  (she,  her)? 

29.  It  seems  to  be  (I,  me)  whom  you  blame. 


90  ENGLISH  FOR  BUSINESS 

30.  The  physician  (who,  whom)  I  beheved  would  take 
the  case,  proved  to  be  out  of  town. 

31.  It  was  known  to  have  been  (he,  him). 

32.  He  is  a  witness  (who,  whom)  I  believe  to  be  trust- 
worthy. 

33.  I  wonder  (who,  whom)  you  think  me  to  be. 

34.  I  have  some  work  for  (whoever,  whomever)  is  unoc- 
cupied. 

35.  Let  Edward  and  (he,  him)  do  the  work. 

36.  He  is  the  artist  (who,  whom)  I  thought  would  be- 
come famous. 

37.  Why  did  you  think  it  was  (they,  them)  ? 

38.  (Who,  whom)  should  you  like  most  to  be.'^ 

39.  Give  your  vote  to  (whoever,  whomever)  seems  to  be 
the  best  man  for  the  place. 

40.  That  is  the  guide  (who,  whom)  I  imagine  was  em- 
ployed by  Henry  M.  Stanley. 

41.  She  (past  tense  of  rise  or  raise)  to  greet  her  friends. 

42.  All  will  work  against  (whoever,  whomever)  is  dis- 
honorable. 

43.  He  has  (correct  form  of  lie  or  lay)  down  on  the 
couch. 

44.  I  interviewed  the  CEU-penter  (who,  whom)  I  hope  will 
build  our  porch. 

45.  Let  (whomever,  whoever)  fails,  take  the  test  later. 

46.  It  is  (some,  somewhat)  colder  to-day. 

47.  He  did  not  do  that  as  well  as  (she,  her). 

48.  I   believe   (whoever,   whomever)   is  in  earnest  will 
succeed. 

49.  She  spent  her  vacation  with  (whoever,  whomever) 
needed  her  most. 

50.  All  those  (who,  whom)  we  knew,  came  to  see  us 
depart. 

51.  I  want  you  and  (he,  him)  to  come  again. 

52.  How  do  I  know  (who,  whom)  to  hire? 


ESSENTIALS  OF  ORAL  GRAMMAR  91 

53.  (Who,  whom)  does  she  appear  to  be  like? 

54.  She  wanted  to  know  (who,  whom)  would  be  willing 
to  do  it. 

55.  I  have  not  planned  (who,  whom)  the  next  visitor 
shall  be. 

56.  (Who,  whom)  do  you  consider  is  the  fastest  runner.? 

57.  (Who,   whom)   do  you  consider  to  be  the  fastest 
runner? 

58.  They  found  it  never  had  been  (she,  her). 

59.  If  I  were  (they,  them),  I  never  would  consent. 

60.  Do  you  think  it  was  (they,  them)  who  moved  yes- 
terday? 

61.  (Who,  whom)  did  you  say  it  was? 

62.  Do  you  want  me  to  thoroughly  sweep  this  room? 

63.  It  is  not  (we,  us)  who  are  to  blame. 

64.  I  know  that  man  to  be  (he,  him). 

65.  I  believe  those  people  to  be  (they,  them). 

66.  They  have  often  taken  me  to  be  (she,  her). 

67.  How  did  they  prove  it  to  be  (he,  him)? 

68.  (Who,  whom)  did  you  suppose  the  director  to  be? 

69.  Without  doubt  I  know  it  to  be  (they,  them). 

70.  (Who,  whom)  did  you  think  I  was? 

71.  It  was  supposed  to  be  (she,  her). 

72.  I  thought  the  painter  to  be  (he,  him). 

73.  Often  have  I  longed  to  be  (he,  him). 

74.  It  proved   to   be    (they,  them)    (whom,   who)    we 
heard. 

75.  (Who,  whom)  do  they  seem  to  be? 

76.  We  supposed  the  new  family  to  be  (they,  them). 

77.  Every  one  should  attend  to  (his,  their)  own  affairs 
faithfully. 

78.  Everybody  quietly  took  (his,  their)  departure. 

79.  Nobody  can  thrive  without  (his,  their)  daily  food. 

80.  Many  a  person  will  sacrifice  (his  or  their)  (fife  or 
lives)  for  (his  or  their)  country. 


92  ENGLISH  FOR  BUSINESS 

81.  Should  anyone  need  water,  (he,  they)  will  find  it  in 
the  cooler. 

82.  I  tried  in  vain  to  account  for  (his,  him)  doing  that. 

83.  I  do  not  approve  of  (John,  John's)  going  to-day. 

84.  She  was  not  (so,  as)  clever  as  (he,  him). 

85.  He  says  she  is  taller  than  (I,  me). 

86.  Maria  is  (some,  somewhat)  older  than  (I,  me). 

87.  She  has  improved  (some,  somewhat)  this  quarter. 

88.  He  refused  to  recklessly  endanger  his  hfe. 

89.  How  long  have  we  (sat,  set)  here.'* 

90.  He  wanted  to  either  go  by  way  of  Chicago  or  St. 
Louis. 

91.  I  think  I  shall  (lay,  lie)  down. 

92.  The  matter  has  been  (laid,  lain)  before  the  committee. 

93.  The  motion  has  (laid,  lain)  on  the  table  for  two 
meetings. 

94.  She  has  (set,  sat)  there  since  I  scolded  him. 

95.  I  have  (set,  sat)  the  basket  down. 

96.  He  was  anxious  to  never  have  a  failure. 

97.  Don't  you  think  she  had  ought  to  have  gone? 

98.  Hadn't  he  ought  to  have  prepared  that  lesson? 

99.  If  I  (was,  were)  in  his  place,  I'd  go. 

100.  If  I  (was,  were)  you,  I'd  take  a  vacation. 

101.  The  greatest  of  all  the  Elizabethan  dramatists  (was, 
were)  William  Shakespeare. 

102.  Born  in  Stratford-on-Avon  in  1564,  he  hadn't  hardly 
any  education. 

103.  He  married  Ann  Hathaway  (who,  whom)  you  may 
know,  was  several  year  his  senior. 

!  1 104.  Her  cottage,  about  which  (lay,  laid)  the  fresh  fields 
of  Warwickshire,  is  a  beautiful  spot. 

105.  When  a  young  man,  he  went  to  London  where  he 
was  liked  by  (whoever,  whomever)  he  knew. 

106.  His  plays  are  read  and  reread  by  (whomever,  whoever) 
admires  the  best  in  literature. 


Chapter  V 

CAPITALS  AND   PUNCTUATION 

1.  Introductory.  —  If  books  were  printed  with- 
out any  capitals  or  signs  of  punctuation,  we  should 
find  the  reading  of  them  an  irksome  task,  if  not 
an  absolute  impossibility.  The  constant  effort 
required  to  decipher  the  monotonous  text  would 
fatigue  both  our  eyes  and  our  minds.  The  effect 
produced  would  be  similar  to  that  which  we  re- 
ceive from  a  speaker  who  delivers  a  discourse  with- 
out varying  the  tones  of  his  voice,  his  gestures, 
or  his  facial  expression.  In  writing,  we  resort  to 
the  use  of  capitals  and  punctuation  to  make  our 
thought  so  clear  that  the  reader  will  readily  under- 
stand what  we  wish  to  express. 

Punctuation  is  largely  a  matter  of  practice  and 
common  sense.  A  trained  ear,  a  ready  intelli- 
gence, a  sense  of  the  different  values  of  ideas,  are 
acquirements  which  come  through  practice  alone. 
Yet  certain  rules  are  generally  accepted,  and  it  is 
with  them  that  we  are  concerned. 

2.  The  Use  of  Capitals.  —  Capitals  are  used  for: 

1.  The  fu-st  word  of  every  sentence. 

2.  The  first  word  of  every  line  of  poetry. 

93 


94  ENGLISH  FOR  BUSINESS 

3.  The  first  word  of  a  formal  statement  or  resolu- 
tion. 

Resolved:    That  all  nations  should  belong  to 
the  Hague  Conference. 

4.  The  first  word  of  a  direct  quotation. 

He  said,  **The  day  is  done." 

Note:  Brief  phrases  directly  quoted  within  the  sentence 
are  not  capitalized. 

In  studying  ballads,  then,  we  are  studying  the  "poetry 
of  the  folk,"  and  the  "poetry  of  the  folk"  is  different  from 
the  *  *  poetry  of  art . "  Ktitredge 

5.  The  first  word  and  every  important  word  in  the 
title  of  a  book,  play,  poem,  composition,  etc.  Unim- 
portant words,  as  conjunctions,  articles,  and  preposi- 
tions within  the  title,  are  not  capitalized. 

The  Taming  of  the  Shrew. 
Beyond  Good  and  Evil. 
Fragment  of  an  Ode  to  Maia. 

Note:  Some  Ubraries  capitahze  only  the  first  word  of  a 
title.    This  practice  is  not  yet  generally  followed. 

6.  The  first  word  of  every  group  of  words  para- 
graphed separately  in  an  itemized  list. 

Money  may  be  remitted  by: 

(1)  Registered  letter. 

(2)  Express  money  order. 

(3)  Postal  money  order. 

(4)  Check  or  draft. 

7.  Proper  names,  proper  adjectives,  and  words 
considered  as  proper  names. 

John,  Thomas  Jefferson,  Enghsh,  British. 


CAPITALS  AND  PUNCTUATION  95 

(1)  Days  of  the  week,  months  of  the  year,  holidays. 

Sunday,  April,  Christmas. 
Note:  The  names  of  the  seasons  are  not  capitalized. 

(2)  North,  South,  East,  West,  etc.,  when  referring 
to  sections  of  the  country. 

The  West  is  not  nearly  so  densely  populated  as  the 
East. 

Note:  When  indicating  mere  points  of  the  compass, 
these  words  are  not  capitalized. 

He  was  bom  in  the  southeastern  part  of  the  state. 

(3)  Official  titles  or  titles  of  honor,  used  with  the 
names  of  their  bearers. 

President  McKinley,  Captain  Jenks,  Sir  William. 
Note  1:    Two  capitals  are  used  in  double  titles. 

Lieutenant-Governor  Cushing,  Vice-President  Marshall. 

Note  2:  The  prefix  ex  before  a  title  is  not  capitalized. 

After  ex-President  Roosevelt  had  completed  his  ad- 
ministration, he  went  to  Africa. 

(4)  Names  of  political  parties,  religious  sects,  etc. 
Democrats,  Republicans,  EpiscopaKans. 

(5)  Names  of  important  events  or  documents. 
The  Reign  of  Terror,  the  Congressional  Record. 

(6)  Words  denoting  relationship  when  used  alone 
or  when  followed  by  a  proper  noun,  but  not  when 
used  with  a  possessive  pronoun. 

He  met  Uncle  George  and  Mother  at  this  station. 
He  told  it  to  his  uncle. 


96  ENGLISH  FOR  BUSINESS 

8.  The  pronoun  /  and  the  interjection  0. 

"0  world!  0  life!  0  time!"  I  heard  him  say. 

9.  Abbreviations  of  titles  and  degrees,  names  of 
organizations,  names  and  initials  of  persons. 

Mr.,  Dr.,  Ph.D.,  I.  0.  0.  F.   (Independent  Order  of 
Odd  Fellows),  Chas.  E.  Parker. 

10.  The  words  article,  paragraph,  section,  chapter, 
book,  when  used  with  a  number. 

Book  I,  Chapter  VI,  Article  4,  Section  7,  Paragraph  10. 

11.  Bible,  Scripture,  books  of  the  Bible,  names  of 
the  Deity,  and  personal  pronouns  indicating  the  Deity. 

Genesis,  Epistle  to  the  Romans. 

He  knows  the  cause;  His  ways  are  wise  and  just; 
Who  serves  the  King  must  serve  with  perfect  trust. 

VAN  Dyke 

Exercise  38.  —  Written 

Supply  capitals  wherever  needed  and  give  your 
reasons. 

1.  the  poem  crossing  the  bar  was  written  by  tennyson, 
shortly  before  his  death. 

2.  president  lincoln  said  there  should  be  no  north  and 
south. 

3.  you  will  find  the  story  of  artegall  in  Spenser's  faerie 
queene,  book  V. 

4.  whom  the  lord  loveth,  he  chasteneth. 

5.  did  you  spend  your  easter  vacation  east  or  west  of 
pittsburg? 

6.  wm.  1.   douglas,  ex-governor  of  ma^sachusetts,  is   a 
shoe  manufacturer. 


CAPITALS  AND  PUNCTUATION  97 

7.  the  renaissance  shows  its  influence  in  england  during 
the  sixteenth  century. 

8.  the  third  book  of  the  bible  is  leviticus. 

3.   The  Use  of  the  Period.  —  The  period  is  used: 

1.  At  the  end  of  a  declarative  or  an  imperative 
sentence. 

The  author  of  A   Tale  of  Two  Cities  died  a  wealthy 

man. 
Never  leave  that  till  to-morrow  which  you  can  do 

to-day. 

2.  To  indicate  an  abbreviation. 

John    G.  Hibben,   Ph.D.,  is  president    of   Princeton 
University,  Princeton,  N.  J. 

Note  1 :  Do  not  use  a  period  after  Miss ;  as  this,  unlike 
Mr.  and  Mrs.,  is  not  an  abbreviation. 

Note  2:  Expressions  like  1st,  3d,  16mo,  4to,  8vo,  etc., 
are  not  abbreviations  and  hence  do  not  require  a  period. 

3.  After  figures  used  to  number  paragraphs. 

Note:  For  iUustrations,  see  various  paragraphs  in  this 
book.  When  such  figures  are  inclosed  in  marks  of  paren- 
thesis, no  period  is  placed  after  them.  For  illustrations, 
see  pages  111-112  of  this  book. 

4.  After  letters  of  the  alphabet  used  in  topical 
outhnes. 

For  illustrations,  see  outhne,  Appendix  B. 

Note:  When  such  letters  are  inclosed  in  marks  of  paren- 
thesis, no  period  is  used. 


98  ENGLISH  FOR  BUSINESS 

5.  After  the  name  of  a  speaker  in  the  report  of  a 
debate,  of  proceedings  in  Congress,  and  of  other 
formal  discussions. 

Mr.  Foster.    When  was  that  bill  introduced? 
Mr.  Cummings.    On  February  14,  1912. 

6.  After  the  name  of  a  speaker  in  a  dramatic  corii- 
position. 

Miss  Stuart.    No,  no,  no!    I'm  all  right. 
Johnson.     Sure? 

7.  Several  periods  are  often  used  instead  of  stars 
to  denote  the  omission  of  parts  of  a  text. 

The  tablet  ...  is  to  be  mounted  on  a  slab  of  slate 
stone,  etc. 

4.  The  Use  of  the  Comma.  —  No  other  punc- 
tuation mark  needs  such  detailed  explanation  as 
the  comma.  So  various  and  so  numerous  are  its 
services  that  its  importance  cannot  easily  be  over- 
estimated. The  following  rules  should  serve  as 
general  guides,  although,  in  many  particular  in- 
stances, their  application  must  be  determined 
largely  by  the  context.  Very  often  the  writer 
must  decide  whether  the  meaning  is  clear  enough 
to  warrant  the  omission  of  a  comma.  Good  judg- 
ment and  discretion  are  the  all-important  referees. 

The  comma  is  used: 

1.  To  set  off  an  introductory  word  or  phrase  not 
closely  related  to  the  words  which  immediately 
follow. 


CAPITALS  AND  PUNCTUATION  99 

Without,  the  structure  is  strictly  Indian. 

On  the  outbreak  of  the  second  war  with  France, 
Thomas  Cromwell  was  a  busy  and  influential  mem- 
ber of  the  Commons  in  ParUament. 

Note:  If  the  introductory  word  or  phrase  seems  closely 
related  to  the  words  which  immediately  follow,  or  if  the 
introductory  phrase  is  very  short,  the  comma  is  usually 
omitted. 

•Of  his  honesty  there  can  be  no  question. 
From  that  moment  he  would  scarcely  spare  me  from 
his  sight. 

2.  To  separate  an  introductory  dependent  clause 
from  an  independent  clause. 

When  an  individual  succeeds  in  tapping  his  reserve 
energies,  others  marvel  at  the  tremendous  tasks  he 
accomplishes. 

Exercise  39.— Written 
Insert  commas  where  needed. 

1.  Indeed  the  whole  country  about  Stratford-on-Avon 
is  poetic  ground. 

2.  In  short  every  one  of  the  savages  decked  himself 
with  paint. 

3.  Below  the  river  broke  into  rapids. 

4.  With  a  heavy  heart  he  returned  to  his  work. 

5.  Whenever  possible  an  advertisement  should  have  a 
news  interest. 

6.  As  the  telephone  was  out  of  order  I  was  obKged  to 
deliver  the  message  in  person. 

7.  If  the  hive  be  disturbed  by  rash  and  stupid  hands  it 
will  yield  bees  instead  of  honey. 

8.  Since  the  invention  of  printing  books  have  multi- 
plied without  number. 


100  ENGLISH  FOR  BUSINESS 

3.  To  separate  parenthetical  words,  phrases,  or 
clauses  (that  is,  words,  phrases,  or  clauses  which 
might  be  omitted  without  destroying  the  main  sense 
of  the  sentence)  from  the  rest  of  the  sentence. 

I  am,  nevertheless,  not  convinced. 

Commerce,  for  instance,  develops  according  to  certain 

principles. 
He  had  decided,  he  said,  to  refuse  the  offer. 

Exercise  40. — Written 
Insert  commas  where  needed. 

1.  Business  after  all  is  nothing  less  than  a  science. 

2.  New  York  as  we  all  know  has  developed  eminently 
rich  men. 

3.  Inimitable  indeed  is  Dickens's  description  of  the 
death  of  little  Paul. 

4.  The  judge  too  was  much  impressed. 

5.  There  is  I  must  confess  little  good  to  be  derived  from 
that  solution  of  the  problem. 

6.  An  exacting  employer  therefore  may  develop  unsus- 
pected ability  in  his  employees. 

7.  Once  in  a  while  though  only  once  in  a  while  a  series 
of  advertisements  can  be  planned  which  will  have  a  serial 
interest. 

4.  To  separate  the  terms  of  a  series  which  have  the 
same  construction  and  are  not  connected  by  conjunc- 
tions. Should  a  conjunction  occur  between  the  last 
two  terms,  it  does  not  displace  the  comma  but  follows 
it.  Take  the  sentence:  He  toiled  day  after  day,  week 
after  week,  month  after  month.  In  this  sentence  we  have 
several  phrases  similar  in  construction.  We  call  them 
terms.    Because  they  follow  one  another,  we  designate 


CAPITALS  AND   PUNCTUATION  101 

them  as  terms  in  a  series,  and  separate  them  by  commas. 
The  terms  of  a  series  may  consist  of  words,  phrases, 
or  clauses. 

Note:  If  two  terms  in  the  series  are  considered  as  a  unit, 
no  comma  should  be  used  within  the  unit. 

He    studied    the    dramas  of   Shakespeare,    Marlowe, 

Webster,  and  Massinger  and  Ford.    (Massinger  and 

Ford  collaborated  in  the  writing  of  dramas;   hence 

no  comma  is  used  before  the  and.) 
He  served  coffee,   fruit,   cold  meat,   and  bread  and 

butter.    (Here  bread  and  butter  are  considered  as  a 

unit.) 
She  ordered  from  the  store  meat,  potatoes,  rice,  cheese, 

bread,  and  butter.   (Here  bread  and  butter  are  not 

considered  as  a  unit.) 

Exception:  The  comma  is  omitted  before  the  and  in  a 
firm  name  composed  of  three  or  more  parts.  Meekins, 
Packard  &  Wheat;  Browning,  King  &  Company. 

Exercise  41. — Written 

Insert  commas  where  needed  in  the  following 
sentences. 

1.  Find  out  how  one  gets  saves  spends  gives  lends  bor- 
rows and  bequeaths  money  and  you  have  the  character  of 
the  man  in  full  outline. 

2.  He  was  a  gentleman  a  strong  nian  and  a  patriot. 

3.  He  has  no  shirt  to  his  back  no  shoes  to  his  feet  and 
no  roof  over  his  head;  he  is  hke  the  flies  in  the  air  who 
have  none  of  these  things. 

4.  The  crabbed  boy  the  conservative  boy  the  boy  who 
is  not  popular  with  his  fellows  is  not  likely  to  make  a  good 
salesman. 


i02  jENGLISH  for  BUSINESS 

5.  The  average  girl's  horizon  is  bounded  on  the  north 
by  her  clothes  on  the  south  by  her  social  relations  on  the 
east  by  her  private  hopes  and  on  the  west  by  her  in- 
come; four  solid  walls  that  shut  out  very  thoroughly 
the  world's  Ught  and  movement. 

6.  Mr.  Gray  had  been  known  to  all  Boston  as  having 
grown  up  among  them  from  humihty  from  obscurity  from 
poverty  to  wealth  and  consideration. 

7.  It  is  Clive  returned  from  Malta  from  Gibraltar  from 
Seville  from  Cadiz  and  with  him  our  dear  old  friend  the 
Colonel. 

8.  He  (Napoleon)  knew  the  path  to  it  lay  over 
wounded  and  slaughtered  millions  over  putrefying  heaps 
of  his  fellow  creatures  over  ravaged  fields  smoking  ruins 
pillaged  cities. 

9.  What  we  need  is  an  education  that  teaches  men  to 
look  in  various  directions  quahfying  them  for  different 
pursuits  enabling  them  to  do  what  they  desire  and  choose 
and  fitting  them  to  do  something  else  if  that  which  they 
select  shall  not  continue  to  be  profitable  or  desirable. 

10.  The  exhilaration  of  the  rapid  flight  the  crack  of 
the  whip  the  mad  rhythm  of  the  hoofs  the  witchery  of 
the  night  hour  the  risks  of  the  situation  the  very  mad- 
ness of  the  whole  enterprise  all  combined  to  set  the  widow's 
gay  blood  delightfully  astir  mounting  to  her  light  brain  like 
sparkling  wine. 

6.  To  set  off  non-restrictive  phrases  or  clauses. 

A  restrictive  phrase  or  clause  is  one  that  limits  that 
which  it  modifies.  To  remove  a  restrictive  phrase 
or  clause  would  alter  the  meaning;  therefore,  no 
comma  separates  it  from  the  word  it  modifies. 

A  non-restrictive  phrase  or  clause  is  one  inserted 
for  the  purpose  of  additional  statement,  often  of  an 


CAPITALS  AND  PUNCTUATION  103 

explanatory  nature.  It  might  be  removed  from  the 
sentence  without  changing  the  main  idea.  Therefore, 
commas  separate  it  from  the  rest  of  the  sentence.  A 
restrictive  phrase  is  absolutely  necessary  to  the  sense 
of  the  sentence;  a  non-restrictive  phrase  is  included 
merely  for  the  purpose  of  greater  clearness. 

Cyclones,  which  are  so  common  in  the  West,  rarely 
visit  the  New  England  states.  {Non-restrictive; 
hence,  commas) 

Cyclones  which  sweep  over  Kansas  often  cause  con- 
siderable damage.        {Restrictive;  hence,  no  commas) 

The  adding  machine,  which  has  been  on  the  market 
several  years,  is  widely  used  throughout  the  country. 
( Non-restrictive) 

The  adding  machine  which  the  First  National  Bank 
installed  is  a  great  time-saver.         {Restrictive) 

Exercise  42. — Written 
Insert  commas  where  necessary. 

1.  Wall  Street  which  is  one  of  the  smallest  streets  in 
New  York  is  one  of  the  great  centers  of  finance. 

2.  Peary  who  is  a  Bowdoin  graduate  discovered  the 
North  Pole. 

3.  The  man  who  strives  advances. 

4.  People  who  seek  trouble  find  it. 

5.  Conditions  of  life  which  existed  in  the  days  of  early 
Rome  are  now  being  investigated  by  archaeologists. 

6.  Jones  who  had  toiled  incessantly  was  awarded  the 
scholarship. 

7.  He  substituted  for  Williams  who  was  the  regular 
quarter-back. 

8.  The  wisest  man  is  he  who  profits  by  the  experience 
of  others. 


104  ENGLISH  FOR  BUSINESS 

9.  Tramps  like  bad  pennies  are  always  turning  up. 
10.  Profane   words   like  rank    weeds    choke    the   finest 
thought. 

6.  To  separate  words  or  phrases  in  apposition. 

The  late  Justice  Lurton,  a  Democrat,  was  appointed 
a  member  of  the  Supreme  Court  by  ex-President 
Taft,  a  Repubhcan. 

Exercise  43.  —  Written 
Insert  commas  where  necessary. 

1.  Pope  the  man  is  a  far  different  creature  from  Pope 
the  poet. 

2.  The  green  carnation  is  an  actuality  the  outcome  of 
experiments  by  Luther  Burbank. 

3.  Poetry  one  of  the  earliest  of  the  arts  survives  as  one 
of  the  loftiest. 

4.  The  Canadian  Pacific  one  of  the  great  railroads  of 
Canada  runs  through  trains  daily  from  Seattle  to  Minne- 
apolis. 

5.  New  York  the  largest  city  in  the  United  States  has 
a  population  of  more  than  four  million. 

7.  To  separate  words  in  direct  address  from  the 
rest  of  the  sentence. 

Lord,  I  have  loved  the  habitation  of  thy  house. 

Psalm  xxvi 
Lord  God  of  Hosts,  be  with  us  yet. 

Lest  we  forget,  lest  we  forget! 

RuDYARD  Kipling 

Exercise  44.  —  Written 

Insert  commas  where  necessary. 

1.  Come  into  the  garden  Maud. 

2.  Well  my  dear  fellow  what  excuse  have  you  to  offer? 


CAPITALS  AND  PUNCTUATION  105 

3.  Britons  you  stay  too  long. 

4.  Queen  of  fragrance  lovely  Rose 

The  beauties  of  thy  leaves  disclose! 

Broome 

8.  To  indicate  the  omission  of  words  easily 
understood. 

His  home  was  in  Cleveland,  Ohio. 
During  the  first  year  he  saved  $50 ;  during  the  second, 
$75;   and  during  the  third,  $100. 

Exercise  45.  —  Written 
Insert  commas  where  necessary. 

1.  Send  this  package  to  Kalamazoo  Mich. 

2.  London  in  1910  had  a  population  of  7,253,000;  Paris 
of  2,888,000;  Vienna  of  2,031,000;  they  are  the  three  largest 
European  capitals. 

3.  The  Republican  candidate  for  President  in  1912  was 
Taft;  the  Progressive  candidate  Roosevelt;  the  Democratic 
candidate  Wilson. 

9.  To  separate  a  short  quotation  in  declarative 
or  imperative  form  from  the  words  of  explanation 
which  follow  in  the  sentence;  to  separate  the  words 
of  explanation  in  a  sentence  from  a  short  quotation 
which  follows. 

"That  was  a  mistake,"  was  his  response. 
She  inquired,  "What  did  you  say?'' 

10.  To  separate  the  words  of  explanation  inserted 
between  parts  of  a  quotation,  or  to  separate  a  quota- 
tion inserted  between  words  of  explanation. 

"That  was,"  he  repeated,  "a  mistake." 

He  said,  "It  is  snowing,"  and  ran  for  his  sled. 


106  ENGLISH  FOR  BUSINESS 

Exercise  46.  —  Written 
Insert  necessary  commas  (See  Rules  9  and  10). 

1.  "Do  the  square  thing"  he  advised. 

2.  With  an  air  of  amazement  she  inquired  "  But  how 
did  he  happen  to  know  the  treasure  was  there.'' " 

3.  "My  advice  is"  continued  the  captain  "that  we  dis- 
continue the  search." 

4.  "Beauty  is  truth"  writes  Keats  "truth  beauty." 

5.  "If  you  had  been  a  day  earlier"  was  the  greeting  of 
the  hotel  clerk  "you  would  have  seen  the  carnival." 

11.  To  separate  a  long  clause  from  the  rest  of  a 
compound  sentence.  The  comma  precedes  the  main 
conjunction.  Short,  closely  related  clauses  of  a 
compound  sentence  are  separated  from  one  another 
by  a  comma  when  the  conjunction  is  omitted. 

She  found  him  waiting  for  her  at  her  journey's  end, 
and  they  walked  away  together  through  the  streets. 

Thrones  tottered,  Europe  trembled. 

Exercise  47.  —  Written 
Insert  necessary  commas. 

1.  Men  may  come  and  men  may  go  but  I  go  on  forever. 

2.  The  uses  of  occasional  adversity  are  sweet  and  neces- 
sary for  they  remind  us  of  our  advantages. 

3.  Faraday  produced  the  theory  of  lines  of  force  but  the 
mathematicians  immediately  attacked  it. 

4.  I  came  I  saw  I  conquered. 

5.  The  Bulgarians  are  a  people  with  many  fine  quali- 
ties and  they  have  been  a  valuable  stabilizing  force  in 
the  Balkans. 


CAPITALS  AND  PUNCTUATION  107 

12.   To  separate  adjective  or  adverbial  phrases  out 
of  their  normal  order. 

Despite  his  handicaps,  he  was  a  great  orator. 

Frail  as  thy  love,  the  flowers  were  dead 
Ere  yet  the  evening  sun  was  set. 

For  the  ordinary  mechanic,  this  process  has  little  or 
no  value.  / 

Exercise  48.  —  Written 
Insert  necessary  commas. 

1.  With  voices  fierce  they  demanded  recognition. 

2.  Great  masses  of  cloud  heavy  and  dark  were  piled  in 
the  western  sky. 

3.  Despite  a  running  fire  of  shots  they  rode  forth  bravely 
and  boldly. 

4.  Just  for  a  handful  of  silver  he  left  us. 

5.  The  sailor  swart  and  tar-stained  looked  like  an  old  sea 
god. 

Exercise  49.  —  Written 

Miscellaneous  uses  of  the  comma. 
Insert  necessary  commas.     State  your  reason  for 
every  comma  inserted. 

1.  Rip  Van  Winkle  inherited  however  but  fittle  of  the 
martial  character  of  his  ancestors. 

2.  Whenever  he  went  dodging  about  the  village  he  was 
surrounded  by  a  troop  of  children  hanging  on  his  skirts 
clambering  on  his  back  and  playing  a  thousand  tricks  on 
him  with  impunity. 

3.  His  son  Rip  an  urchin  begotten  in  his  own  likeness 
promised  to  inherit  the  habits  with  the  old  clothes  of  his 
father. 


108  ENGLISH  FOR  BUSINESS 

4.  Rip  Van  Winkle  however  was  one  of  those  happy 
mortals  of  foolish  well-oiled  dispositions  who  take  the  world 
easy  eat  white  bread  or  brown  whichever  can  be  got  with 
the  least  thought  or  trouble  and  would  rather  starve  on  a 
penny  than  work  for  a  pound. 

5.  Rip's  sole  domestic  adherent  was  his  dog  Wolf  who 
was  as  much  henpecked  as  his  master. 

6.  Nicholas  Vedder  landlord  of  the  inn  was  rarely  heard 
to  speak  but  smoked  his  pipe  incessantly. 

7.  In  a  long  ramble  on  a  fine  autumnal  day  Rip  had 
unconsciously  scrambled  to  one  of  the  highest  parts  of  the 
Kaatskill  mountains. 

8.  He  reiterated  his  visits  to  the  flagon  so  often  that  at 
length  his  senses  were  overpowered  his  eyes  swam  in  his 
head  his  head  gradually  declined  and  he  fell  into  a  deep 
sleep. 

9.  The  appearance  of  Rip  with  his  long  grizzled  beard 
his  rusty  fowling  piece  his  uncouth  dress  and  an  army  of 
women  and  children  at  his  heels  soon  attracted  the  atten- 
tion of  the  tavern  politicians. 

10.  "What  is  your  name  my  good  woman?"  asked  he. 

11.  Rip's  story  was  soon  told  for  the  whole  twenty  years 
had  been  to  him  but  as  one  night. 

12.  It  is  a  common  wish  of  all  henpecked  husbands  in 
the  neighborhood  when  life  hangs  heavy  on  their  hands  that 
they  might  have  a  quiet  draught  out  of  Rip  Van  Winkle's 
flagon. 

13.  One  September  night  a  family  had  gathered  round 
their  hearth  and  piled  it  high  with  the  driftwood  of  mountain 
streams  the  dry  cones  of  the  pine  and  the  splintered  ruins  of 
great  trees  that  had  come  crashing  down  the  precipice. 

14.  *'Ah!  this  fire  is  the  right  thing"  cried  he  *' especially 
when  there  is  such  a  pleasant  circle  round  it." 

15.  To  chase  away  the  gloom  the  family  threw  pine 
branches  on  the  fire  till  the  dry  leaves  crackled  and  the 


CAPITALS  AND  PUNCTUATION  109 

flame  arose  discovering  once  again  a  scene  of  peace  and 
humble  happiness. 

16.  Within  the  fire  was  yet  smouldering  on  the  hearth 
and  the  chairs  in  a  circle  round  it  as  if  the  inhabitants  had 
but  gone  forth  to  view  the  devastation  of  the  slide  and 
would  shortly  return  to  thank  Heaven  for  their  miraculous 
escape. 

17.  The  story  has  been  told  far  and  wide  and  will  forever 
be  a  legend  of  these  mountains. 

18.  His  name  and  person  utterly  unknown  his  history 
his  way  of  life  his  plans  a  mystery  never  to  be  solved  his 
death  and  his  existence  equally  a  doubt  —  whose  was  the 
agony  of  that  death  moment.'^ 

5.  The  Use  of  the  Semicolon.  —  The  semi- 
colon is  used: 

1.  To  separate  the  clauses  of  a  compound  sentence 
which  are  long  or  which  are  not  closely  connected. 

Cowards  die  many  times  before  their  death; 
The  valiant  never  taste  of  death  but  once. 

Shakespeare 

Exercise  50.  —  Written 
Insert  necessary  semicolons. 

1.  The  vigor  of  Omar  began  to  fail  the  curls  of  beauty 
fell  from  his  head  strength  departed  from  his  hands,  and 
agility  from  his  feet. 

2.  Success  largely  depends  on  your  attitude  toward  your 
work  and  results  are  the  indications  of  application  in  your 
work. 

3.  The  careless  man  is  satisfied  with  whatever  he  does 
offhand  the  careful  man  is  never  satisfied  until  he  has  made 
revision  after  revision. 


110  ENGLISH  FOR  BUSINESS 

2.  To  precede  such  words  and  phrases  as:  namely, 
therefore,  then,  consequently,  moreover,  as,  so,  other- 
wise, however,  still,  hence,  besides,  accordingly,  also, 
that  is,  for  example,  when  they  introduce  explanatory 
material  or  join  principal  clauses.  Commas  usually- 
follow  these  expressions. 

The  poems  of  Keats  are  mainly  lyrical;  that  is,  they 
express  the  emotions  of  the  writer  in  a  series  of 
cadent  phrases. 

Exercise  51. — Written 
Insert  necessary  semicolons  and  commas. 

1.  He  was  unfaithful  in  his  former  position  therefore  do 
not  employ  him. 

2.  The  plural  sign  of  a  compound  word  is  usually  added 
to  the  main  part  of  the  compound  as  sisters-in-law. 

3.  There  is  one  great  safeguard  against  European  intrusion 
namely  the  Monroe  doctrine. 

4.  We  must  stick  by  what  we  beheve  otherwise  no  one 
can  have  confidence  in  our  opinions. 

3.  To  separate  members  of  a  compound  sentence 
wbich  contain  commas  within  themselves. 

On  the  sward  at  the  cliff-top, 

Lie  strewn  the  white  flocks; 

On  the  cliff'-side,  the  pigeons 

Roost  deep  in  the  rocks. 

Matthew  Arnold 

As  Caesar  loved  me,  I  weep  for  him;  as  he  was  fortu- 
nate, I  rejoice  at  it;  as  he  was  valiant,  I  honor 
him;  but  as  he  was  ambitious,  I  slew  him. 

Shakespeare 


CAPITALS  AND  PUNCTUATION  111 

Exercise  52. — Written 
Supply  the  necessary  punctuation. 

1.  Because  you  were  faithful  you  deserve  praise  because 
you  were  the  most  scholarly  you  deserve  the  prize.' 

2.  To  think  is  good  to  think  and  reflect  is  better  to 
think  reflect  and  then  act  is  best. 

3.  He  was  courteous  not  cringing  to  superiors  affable  not 
familiar  to  equals  and  kind  but  not  condescending  to  inferiors. 

4.  To  set  off  a  series  of  separate  statements  which 
are  dependent  on  what  precedes  or  follows  them. 

He  was  a  genuine  fool:  he  spent  his  money  uselessly; 
he  treated  whomever  he  met,  indiscriminately;  and 
he  expected  to  be  judged  a  good  fellow  in  return. 

Exercise  53.  —  Written 
Punctuate  the  following: 

1.  She  told  how  the  outing  had  been  planned  where  the 
crowd  had  spent  the  day  and  why  the  day  had  been  so 
pleasant. 

2.  Although  he  had  fought  all  his  life  to  subdue  this 
weakness  although  he  had  enhsted  all  the  resources  of  his 
mind  and  will  in  the  conflict  against  his  fiery  thirst  although 
he  hated  himself  because  of  his  slavery  to  alcohol  he  finally 
died  a  drunkard. 

6.  The  Use  of  the  Colon.  —  The  colon  is  used: 

1.  To  indicate  that  something  of  importance  fol- 
lows; as, 

(1)  An  enumeration,  or  list,  or  an  explanatory  or 
illustrative  clause. 

The  foUowing  members  are  on  the  reception  com- 
mittee:  Dr.  Jones,  Judge  Barnes,  ex-Senator  Barry. 


112  ENGLISH  FOR  BUSINESS 

(2)  A  long  or  formal  quotation. 

Coleridge  points  out  the  moral  of  The  Ancient  Mariner 
in  this  stanza: 

"He  prayeth  best,  who  loveth  best 
All  things  both  great  and  small; 
For  the  dear  God  who  loveth  us, 
He  made  and  loveth  all." 

Exercise  54. — Written 
Punctuate  the  following  sentences. 

1.  There  are  three  cardinal  virtues  faith  hope  and  charity. 

2.  Relative  clauses  are  of  two  kinds  restrictive  and  non- 
restrictive. 

3.  It  was  George  Washington  who  said  "To  persevere  in 
one's  duty  and  be  silent  is  the  best  answer  to  calumny." 

4.  Hazlitt  makes  the  acute  observation  "No  really  great 
man  ever  thought  himself  so.'* 

2.  To  separate  the  different  members  of  a  com- 
pound sentence  which  contain  semicolons  within 
themselves. 

It  is  too  far;   the  journey  is  too  hazardous:   only  the 
foolhardy  attempt  such  feats. 

3.  To  follow  the  salutation  in  a  formal  letter. 

My  dear  Sir: 
Gentlemen: 

4.  To  follow  such  expressions  as:  as  follows,  thus, 
in  the  following  manner,  etc. 

The   old   proverb   goes   as   follows:    One   good   turn 
deserves  another. 


CAPITALS  AND  PUNCTUATION  113 

Exercise  55. — Written 
Punctuate  the  following  sentences. 

1.  He  came  from  the  North  she  came  from  the  South 
he  was  interested  in  science  she  was  interested  in  litera- 
ture he  was  somewhat  of  a  recluse  she  was  fond  of  society 
and  yet  they  seemed  an  ideally  matched  couple. 

2.  Emerson  sums  up  his  ideas  on  government  thus 
"Government  has  been  a  fossil  it  should  be  a  plant." 

3.  In  1809  five  noted  men  were  born  Gladstone  the  states- 
man Darwin  the  scientist  Tennyson  the  poet  Chopin  the 
musician  Abraham  Lincoln  the  man  of  the  people. 

7.  The  Use  of  the  Dash.  —  The  dash  is  used: 

1.  To  denote  a  sudden  change  in  thought. 
Go  into  the  library  —  I  mean,  go  into  the  parlor. 

2.  To  set  off  explanatory  expressions.  Parenthesis 
marks  (  )  may  be  used  in  this  connection. 

Some  —  only  a  small   number  —  withdrew  from  the 

contest. 
Lincoln  —  if  it  be  fair  to  make  a  comparison  —  was, 

it  seems  to  me,  greater  than  Washington. 

3.  To  denote  a  sudden  pause  or  break  in  thought, 
or  the  broken  speech  of  uncontrolled  emotion. 

I  should  have  reaUzed  my  danger,  but,  — 
She  sobbed,  "I  have  —  I  have  —  missed  the  —  the  — 
last  train." 

4.  With  the  colon  often  before  quotations,  formal 
statements,  and,  in  the  report  of  a  speech,  after  the 
salutation. 


114  ENGLISH  FOR  BUSINESS 

We  looked  in  his  Bible,  and  there  was  a  slip  of  paper 

at  the  place  where  he  had  marked  the  text: — 
"They  desire  a  country,  even  a  heavenly  ..." 

Edward  Everett  Hale 

Failing  the  constitution  of  the  Tribunal  by  direct 
agreement  between  the  parties,  it  shall  be  formed  in 
the  following  manner: — 

Each  party  shall  appoint  two  arbiters  and  these  shall 
together  choose  an  umpire.  .  .  . 

From  Art.  XXXII,  Hague  ArbilrcUion  CorwerUion 

Mr.  President  and  Fellow-Citizens  of  New  York:  — 
The  facts  with  which  I  shall  deal  this  evening,  etc.  .  . 

Abraham  Lincoln 

6.   To  sum  Up  the  thought  of  a  sentence. 

Patience,  skill,  persevergmce  —  all  were  secrets  of  his 
power. 

6.  To  follow  a  capital  letter,  indicating  the  name 
of  a  person  or  place. 

The  book  was  by  G K C . 

8.  The  Use  of  the  Apostrophe.  —  The  apostro- 
phe is  used  as  a  superior  character;  that  is,  one 
inserted  above  the  letters  of  the  word. 

1.  To  denote  the  possessive  case  of  nouns  and 
indefinite  pronouns. 

It  was  John's  book. 

It  was  no  one's  affair. 

The  lawyers'  clerks. 

Ellis  and  Blackwell's  Geometry.      (One  book). 

Field's  and  Arden's  Spellers.    (Two  books.) 


CAPITALS  AND   PUNCTUATION  115 

2.  To  indicate  the  omission  of  letters. 

It's  a  matter  of  taste. 
He  can't  work  accurately. 

3.  To  form  the  plural  of  signs,  figures,  and  letters. 

Mind  your  p's  and  q's. 

The  sizes  range  from  I's  to  8's. 

— 's,+'s. 

Exercise  56. — Written 
Supply  the  necessary  punctuation. 

1.  None  of  the  other  refreshment  stands  there  were  a  few 
seemed  so  pleasing  as  Joes. 

2.  There  arose  a  shout  a  shout  in  which  the  miners 
children  did  not  join. 

3.  Capt  K  cant  shoot  accurately. 

4.  "I  should  sh  should  have  sh  should  have  been  pre 
present"  was  his  stuttering  excuse. 

5.  The  learning  of  the  a  b  c  s  may  seem  old-fashioned  but 
and  this  we'll  all  concede  many  old-fashioned  methods  can 
still  be  advantageously  retained. 

Exercise  57.  —  Written 

Punctuate  the  following  sentences. 

Determine  (a)  the  number  of  the  noun,  (6)  its  ending, 
(c)  the  rule  that  covers  (a)  and  (6).  See  Appendix  A, 
I,  8.) 

1.  The  boys  hat  was  blown  off  by  the  wind. 

2.  The  ladies  department  of  the  bank  is  now  furnished. 

3.  Above  the  door  are  the  words,  Boys  Side. 

4.  The  sign  read,  Childrens  Shoes  of  All  Sizes  for  One 
Dollar. 

5.  Mens  hats  are  made  at  that  mill. 


116  ENGLISH  FOR  BUSINESS 

6.  Mansfield  and  Johnsons  speller  is  just  out. 

7.  He  used  both  Lucas  and  Harts  spellers  in  his  classes. 

8.  Burns  poetry  is  read  by  the  seniors. 

9.  Dickens  A  Tak  of  Two  Cities  was  produced  once  by 
Henry  Miller. 

10.  He  made  that  donation  for  his  conscience  sake. 

9.  The  Quotation  and  the  Use  of  Quotation 
Marks.  —  The  direct  words  of  another  are  in- 
closed by  quotation  marks  ('*  ")•  ^  quotation, 
as  a  rule,  begins  with  a  capital  letter.  If,  however, 
it  is  only  a  word,  a  phrase,  or  a  clause  quoted  as  a 
part  of  the  writer's  own  sentence,  it  begins  with  a 
small  letter. 

The  speaker  was  "a  fellow  of  infinite  jest"  and  infantine 
gestures. 

1.  A  quotation  is  separated  from  explanatory 
material  by  some  mark  or  marks  of  punctuation. 

"You  will  observe,"  began  the  colonel,  "that  such  occur- 
rences are  rare." 

2.  A  quotation  is  punctuated  according  to  its 
use  in  the  sentence. 

Exercise  58.  —  Oral 

Examine  the  following  sentences.  Account  for 
capitalization  and  punctuation.  Note  the  position  of 
quotation  marks  in  their  relation  to  the  other  marks 
of  punctuation.  Note  also  that  explanatory  material 
may  divide  a  quotation.  Discuss  how  this  affects  the 
capitalization  of  the  divided  parts.  Analyze  sentences 
3,  4,  7,  8,  9,  10,  11,  and  formulate  rules  to  cover  these 
examples. 


CAPITALS  AND  PUNCTUATION  117 

1.  "Where  will  he  get  the  money?"  Frank  inquired. 

2.  Frank  said,  "It  is  all  over." 

3.  "He  will  help  you,"  said  Mary,  "if  you  can  go  now." 

4.  "I  am  hurt,"  moaned  the  child.  "I  can  go  no  farther." 

5.  Margaret  cried  to  me,  "Can't  you  help  himi" 

6.  "I  didn't  do  it!"  he  gasped. 

7.  "Mary,"  said  John,  "Frances  is  going." 

8.  "I  shall  come,"  said  Frank,  "when  Father  returns." 

9.  "I  am  all  right,"  whispered  John.  "Tell  Mother  now." 

10.  "Oh!"  said  Tom,  "that  would  about  kill  him!" 

11.  "Hurrah!"  yelled  the  boy.  "To-morrow  we  have  no 
school!" 

12.  "Ah,  there  you're  mistaken!"  laughed  the  amused  boy. 

Note:  A  formal  quotation  is  usually  separated  from  the 
explanatory  material  by  a  colon;  as,  Kossuth  said:  "Liberty 
should  not  be  either  American  or  European,  —  it  should  be 
just  liberty.'' 

Exercise  59. — Written 

Punctuate  the  following  sentences. 

1.  When  shall  I  come  I  asked 

2.  He  shouted  to  me  through  his  hands  grab  the  rope 

3.  Beware  of  the  trains  he  cried 

4.  She  said  in  a  preoccupied  way  I  don't  care 

5.  I'll  do  that  she  said  but  not  now 

6.  He  will  be  killed  thought  he  But  there   are  three 
stories  and  so  possibly  I  have  time 

7.  Leave  me  alone  with  her  she  entreated 

8.  Enough  of  this  he  whispered  in  a  low  voice  I  will  not 
be  responsible  for  the  outcome 

9.  You  were  very  good  to  me  once  before  she  replied 

10.  Come  I  said  with  emphasis  we  will  go  on 

11.  Where  he  asked  do  you  think  I  am  going 

12.  Mother  said  the  child  they  are  calling  you  now 


118  ENGLISH  FOR  BUSINESS 

13.  And  what  my  boy  may  be  the  meaning  of  all  this  was 
her  question 

14.  You  seem  to  think  repUed  Robert  that  I  am  afraid 

15.  I  am  afraid  returned  Howard  that  you  dont  know  all 

16.  No  he  answered  it  is  not  there 

3.  In  conversation,  the  words  of  a  speaker,  together 
with  the  explanatory  material,  form  one  paragraph. 
A  new  paragraph  is  made  to  indicate  the  speech  of 
another.  In  this  way,  the  reader  can  follow  the 
dialogue  with  ease. 

In  my  turn,  I  stepped  back.  But,  in  making  the  action,  I 
detected  in  his  eyes  some  latent  fear  of  me. 

"You  look  at  me,"  I  said,  forcing  a  smile,  "as  if  you 
had  a  dread  of  me." 

"I  was  doubtful,"  he  returned,  "whether  I  had  seen 
you  before." 

"Where?" 

He  pointed  to  the  red  light  he  had  looked  at. 

"There?"  I  said.     • 

"Yes." 

"My  good  fellow,  what  should  I  do  there?    However,  be 

that  as  it  may,  I  never  was  there,  you  may  sweeu*." 

Dickens:  The  Signal  Man. 
(Adapted.) 

Exercise  60.  —  Oral 

Account  for  the  paragraphing  in  the  foregoing 
extract.    State  reasons  for  all  marks  of  punctuation. 

Exercise  61.  —  Oral 

Bring  to  class  short  conversations.  Analyze  for 
paragraphing  and  punctuation. 


CAPITALS  AND  PUNCTUATION  119 

Exercise  62.— Written 

Write  a  conversation  upon  any  one  of  the  following 
subjects. 

1.  A  broken  dish. 

2.  A  mishap  to  a  friend's  bicycle. 

3.  An  interview  to  secure  a  position. 

4.  The  merits  of  a  new  commodity. 

5.  An  account  of  a  play  in  a  game. 

6.  Two  women  at  a  bargain  counter. 

7.  Two  old  soldiers  recalling  past  days. 

8.  A  barber  and  a  customer. 

9.  A  salesman  and  a  grocer. 

10.  A  sailor  and  a  longshoreman. 

11.  An  army  officer  and  a  captured  spy. 

12.  Three  boys  on  a  mountain  cUmb. 

4.  When  a  quotation  consists  of  more  than  one 
paragraph,  quotation  marks  are  placed  at  the  begin- 
ning of  the  quotation  in  the  first  paragraph,  at  the 
beginning  of  each  succeeding  paragraph,  and  at  the 
end  of  the  last  one. 

President   Lincoln  said:    "Fourscore    and    seven   years 


all  men  are  created  equal. 
"  Now  we  are  engaged  . 


that  we  should  do  this. 

But  in  a  larger  sense 


for  the  people  shall  not  perish  from  the  earth. 


120  ENGLISH  FOR  BUSINESS 

Exercise  63.— Written 

Copy  a  quotation  of  two  or  three  connected  para- 
graphs to  illustrate  the  foregoing  rule. 

5.  A  quotation  within  a  quotation  is  usually  inclosed 
by  single  quotation  marks  ('  '). 

"On  what  shelf  is  Hope's  'Prisoner  of  Zenda'.?'*  asked 

the  child. 
The  child  called  to  her  sister,  "I  can't  find  'Who  is 

Sylvia?'" 
Query:    What  is  the  reason  for  the  position  of  the 
question  marks  in  the  two  foregoing  illustrations? 

Exercise  64. — Written 

Punctuate  the  following  according  to  the  foregoing 
rules. 

1.  He  who  wants  to  read  a  good  stoi^  said  Mr.  White 
should  read  Wilkie  Collins'  Moonstone 

2.  John  replied  quoting  the  immortal  Shakespeare  I  should 
say  neither  a  borrower  nor  a  lender  be 

3.  As  he  was  trying  to  extricate  his  machine  from  the 
mud  Frank  quoted  laughingly  my  kingdom  for  a  horse 

4.  Mr.  Willis  forgot  whispered  the  child  and  said  aint 

5.  The  word  skiddoo  is  slang  said  the  teacher 

6.  Indirect  quotations  are  not  inclosed  in  quotation 
marks. 

"I  am  going,"  says  Tom.    (Direct) 
Tom  says  that  he  is  going.    (Indirect) 
"I  am  going,"  said  Tom.     (Direct) 
Tom  said  that  he  was  going.     (Indirect) 


CAPITALS  AND  PUNCTUATION  121 

Exercise  65. — Written 

Change  the  quotations  in  previous  exercises  to  the 
indirect  form,  and  punctuate  correctly. 

Exercise  66. — Written  and  Oral 

Insert  commas,  semicolons,  colons,  wherever  nec- 
essary. State  your  reason  for  every  punctuation 
mark  used. 

1.  It  was  September  1429  the  weather  had  fallen  sharp  a 

flighty   piping   wind   laden  with   showers   beat   about  the 

township  and  the  dead  leaves  ran  riot  along  the  street. 

Here  and  there  a  window  was  aheady  lighted  up  and  the 

noise  of  men-at-arms  making  merry  over  supper  within 

came  forth  in  fits  and  was  swallowed  up  and  carried  away 

by  the  wind.     The  night  fell  swiftly  the  flag  of  England 

fluttering  on  the  spire  top  grew  ever  fainter  and  fainter 

against  the  flying  clouds  —  a  black  speck  like  a  swallow  in 

the  tumultuous  leaden  chaos  of  the  sky.    As  the  night  fell 

the  wind  rose  and  began  to  hoot  under  archways  and  roar 

amid  the  tree-tops  in  the  valley  below  the  town. 

Stevenson 

2.  All  the  coin  was  gold  of  antique  date  and  of  great 
variety  French  Spanish  and  German  money  with  a  few 
Enghsh  guineas  and  some  counters  of  which  we  had  never 
seen  specimens  before.  There  were  diamonds  —  some  of 
them  exceedingly  large  and  fine  —  a  hundred  and  ten  in 
all  and  not  one  of  them  small  eighteen  rubies  of  remarkable 
brilliancy  three  hundred  and  ten  emeralds  all  very  beautiful 
and  twenty-one  sapphires  with  an  opal.  Besides  all  this 
there  was  a  vast  quantity  of  solid  gold  ornaments  nearly 
two  hundred  massive  finger  rings  and  earrings  rich  chains  — 
thirty  of  these  if  I  remember  eighty-three  very  large  and 


122  ENGLISH  FOR  BUSINESS 

heavy  crucifixes  five  censers  of  great  value  a  prodigious 
golden  punch-bowl  ornamented  with  richly  chased  vine 
leaves  and  BacchanaUan  figures  with  two  sword  handles 
exquisitely  embossed  and  many  other  smaller  articles  which 
I  cannot  recollect.  Foe 

3.  It  carried  him  back  upon  the  instant  to  a  certain  fair 
day  in  a  fisher's  village  a  gray  day  a  piping  wind  a  crowd  upon 
the  street  the  blare  of  brasses  the  booming  of  drums  the  nasal 
voice  of  a  ballad  singer  and  a  boy  going  to  and  fro  buried 
over  head  in  the  crowd  and  divided  between  interest  and 
fear  until  coming  out  upon  the  chief  place  of  concourse  he 
beheld  a  booth  and  a  great  screen  with  pictures  dismally 
designed  garishly  colored  Brownrigg  with  her  apprentice  the 
Mannings  with  their  murdered  guest  Weare  in  the  death- 
grip  of  Thurtell  and  a  score  besides  of  famous  crimes.  The 
thing  was  as  clear  as  an  iUusion  he  was  once  again  that  little 
boy  he  was  looking  once  again  and  with  the  same  sense  of 
physical  revolt  at  these  vile  pictures  he  was  still  stunned  by 
the  thumping  of  the  drums.  Stevenson 

4.  Death  be  not  proud  though  some  have  called  thee 
Mighty  and  dreadful  for  thou  art  not  so 

For  those  whom  thou  think'st  thou  dost  overthrow 

Die  not  poor  Death  nor  yet  canst  thou  kill  me. 

Donne 

5.  Music  when  soft  voices  die 
Vibrates  in  the  memory 
Odours  when  sweet  violets  sicken 
Live  within  the  sense  they  quicken. 
Rose  leaves  when  the  rose  is  dead 
Are  heap'd  for  the  beloved's  bed 

And  so  thy  thoughts  when  thou  art  gone 

Love  itself  shall  slumber  on.  Shelley 


Chapter  VI 

WORD   STUDY 

1.  The  Importance  of  Words.  —  Suppose  the 
world  should  be  deprived  of  the  use  of  words.  Busi- 
ness could  then  be  carried  on  only  through  signs; 
telegraphs  would  cease  to  click;  telephones  would 
prove  useless  mockeries;  transportation  would 
be  swamped  in  muddled  confusion;  industries 
would  fall  a  prey  to  their  own  intricacies.  The 
world,  indeed,  would  be  handicapped  at  every 
turn. 

Words,  then,  it  is  clear,  are  a  part  of  the  stock 
in  trade  of  the  business  world  and  he  who  would 
command  should  be  the  master  of  and  not  the 
slave  to  his  vocabulary.  He  should  be  able  to 
speak  concisely  and  pointedly,  and,  moreover,  if 
need  arise,  he  should  have  at  his  service  such  a 
variety  and  range  of  words  as  to  enable  him  to 
express  himself  not  only  with  precision  and  accu- 
racy, but  with  that  fullness  of  language  which 
suggests  flexibility,  ease,  and  vigor. 

2.  How  to  Broaden  the  Vocabulary.  —  Practice 
is  the  first  aid.  Actually  get  hold  of  new  words 
and  then  use  them.  You  will  perceive  that  you 
will  not  startle  others  so  much  as  yourself.  Grad- 
ually, the  words  will  begin  to  assume  a  standing 

123 


124  ENGLISH  FOR  BUSINESS 

in  your  vocabulary  and,  before  long,  they  will 
seem  like  old  friends. 

To  obtain  these  words,  various  practical  methods 
are  possible.    Here  are  a  few: 

1.  Find  synonyms  for  words  which  you  have  a 
tendency  to  overuse. 

2.  Record  words  with  which  you  are  familiar  but 
which  you  never  use,  —  and  then  "work"  them. 

3.  Make  a  list  of  important,  unfamihar  words 
which  you  hear,  or  discover  in  your  reading. 

4.  Listen  carefully  to  the  conversations  or  ad- 
dresses of  educated  people. 

5.  If  possible,  try  to  translate  from  a  foreign  lan- 
guage. In  this  way  a  fine  perception  of  shades  of 
meaning,  almost  unattainable  by  any  other  method, 
is  acquired. 

6.  Get  interested  in  the  dictionary,  where  you 
can  trace  the  life  history  of  words. 

3.  The  Origin,  Growth,  and  Decay  of  Words.  — 
Words,  like  bushes,  have  roots.  And  as  a  bush, 
springing  from  one  set  of  roots,  may  have  many 
branches,  so  there  are  many  words  which  branch 
off  from  the  same  root.  The  roots  of  English 
words  are  most  frequently  found  in  the  Anglo- 
Saxon,  Latin,  and  French  languages;  although 
nearly  every  language  has  helped  to  enrich  Eng- 
lish. On  that  account  a  potential  wealth  of  words 
lies  at  our  disposal,  to  convey  almost  every  shade 
of  meaning.  Take  the  root  fdc  —  it  is  found  in 
the  Latin  verb  facer e,  "to  do  or  make."    A  large 


WORD  STUDY  125 

number  of  English  words  have  grown  out  of  it, 
among  them  being:  fdct,  factor,  facile,  factory, 
faction.  If  we  learn  the  meanings  of  a  few  roots, 
they  may  assist  us  to  glean,  in  part,  the  meaning 
of  unfamiliar  words  containing  famiUar  roots. 
The  knowledge  of  prefixes  and  suffixes  is  of  similar 
value. 

Words,  Uke  human  beings,  have  histories.  Some 
words  have  persisted  for  a  long  time,  undergoing 
little  or  no  change  of  meaning.  Such  words  are 
few.  Others  have  shifted  their  signification  from 
time  to  time  and,  through  new  associations,  have 
gathered  new  meanings.  With  an  unabridged 
dictionary  we  can  trace  this  gradual  development. 
That  is  one  reason  why  we  have  to  study  the  dic- 
tion of  Shakespeare.  To  his  audiences,  many 
words  with  which  we  are  familiar  had  meanings  far 
different  from  what  we  should  expect.  Thus  they 
would  interpret  fond  as  foolish,  fancy  as  love, 
admire  as  wonder,  clerk  as  scholar,  and  so  on. 
I  It  is  sad  but,  nevertheless,  true  that  words  in 
the  course  of  time  often  degenerate.  Silly  once 
meant  innocent;  villain  once  meant  serf;  wanton, 
playful  When  Gertrude  called  her  son,  Hamlet, 
a  wretch,  she  used  the  word  as  a  term  of  endear- 
ment. Idiot  is  derived  from  a  Greek  word  which 
originally  meant  a  private  person.  The  Romans, 
borrowing  the  word,  added  the  idea  of  one  set 
apart  because  of  some  peculiarity.  And  later,  it 
has  come  to  acquire  the  still  further  meaning  of  one 


126  ENGLISH  FOR  BUSINESS 

whose  peculiarity  is  a  weak  mind,  a  total  lack  of 
will  power. 

Dr.  Richard  Chenevix  Trench  has  compared 
words,  embracing  poetry,  history,  biography,  to 
fossils,  because  they  help  us  to  understand  the 
total  experience  of  the  human  race  from  its  earhest 
times  to  its  Kving  present. 

4.  The  Power  of  Words. — Dr.  Trench,  in  speak- 
ing of  the  power  of  words,  says: 

It  is  the  first  characteristic  of  a  well-dressed  man  that 
his  clothes  fit  him:  they  are  not  too  small  and  shrunken 
here,  too  large  and  loose  there.  Now  it  is  precisely  such  a 
prime  characteristic  of  a  good  style,  that  the  words  fit  close 
to  the  thoughts.  They  wUl  not  be  too  big  here,  hanging 
like  a  giant's  robe  on  the  limbs  of  a  dwarf ;  nor  too  small 
there,  as  a  boy's  garments  into  which  the  man  has  pain- 
fully and  ridiculously  thrust  himself.  You  do  not,  as  you 
read,  feel  in  one  place  that  the  writer  means  more  than  he 
has  succeeded  in  saying;  in  another  that  he  has  said  more 
than  he  means;  in  a  third  something  beside  what  his  precise 
intention  was ;  in  a  fourth  that  he  has  failed  to  convey  any 
meaning  at  all;  and  all  this  from  a  lack  of  skiU  in  employ- 
ing the  instrument  of  language,  of  precision  in  knowing 
what  words  would  be  the  exactest  correspondents  and 
aptest  exponents  of  his  thoughts. 

Exercise  67.  —  Oral  and  Written 
Consult  an  unabridged  dictionary  for  the  meaning 
of  each  word  in  the  following  groups.  Master  a 
group  daily,  by  using  each  word  in  oral  and  written 
discourse.  The  words  marked  with  the  asterisk  are 
commonly  used  in  business;  they  should  receive 
special  attention. 


WORD  STUDY 

127 

1 

2 

3 

4 

*part 

aggravate 

manly 

con'jure 

*portion 

annoy 

mannish 

conjure' 

relation 

provoke 

woman 

♦expect 

relative 

vex 

lady 

♦suspect 

*most 

exasperate 

♦farther 

recollect 

*almost 

contemptibly 

♦further 

remember 

*house 

contemptuously 

continual 

teach 

*home 

*abbreviate 

continuous 

learn 

avocation 

*contract 

♦stay 

♦likely 

vocation 

♦abridge 

♦stop 

♦liable 

5 

6 

7 

8 

*balance 

eminent 

decimate 

♦locate 

*remainder 

prominent 

destroy 

♦settle 

*remnant 

*fix 

argue 

hanged 

beautiful 

*repair 

augur 

hung 

pretty 

*loan 

confute 

healthy 

handsome 

*lend 

refute 

healthful 

deadly 

*party 

♦bring 

♦affect 

deathly 

*person 

♦fetch 

♦effect 

*settle 

*ample 

egoism 

♦climax 

*pay 

*spacious 

egotism 

♦acme 

9 

10 

adduce 

clumsy 

deduce 

awkward 

4 

*apt 

character 

*capable 

reputation 

♦skillful 

♦propose 

convene 

♦purpose 

convoke 

♦antiquated 

absurd 

♦antique 

foolish 

♦minute 

preposterous 

♦particular 

128 


ENGLISH  FOR  BUSINESS 


Exercise  68.  —  Oral  or  Written 
1.  Fill  in  the  following  blanks  with    appropriate 
words  suggested  by  the  foregoing  study. 

1.  S.  Weir  Mitchell's was  medicine;  his 


was  writing. 

2.  He  made  his with  his  sister. 

3.  He  built  a in  the  country. 

4.  He  gave  me  my of  the  receipts. 

5.  I  read  him  a of  the  letter. 


6.  The    word   Mississippi  was on   the 

envelope. 

7.  He    used    the form    of    the    word 

accounts. 

8.  He  kept  an dictionary  on  his  desk. 

9.  His   business    troubles   were by   the 

failure  of  the  bank. 

10.  We  were by  the  secretary's  stupidity. 

11.  He     is advanced     in     bookkeeping 

than  I. 

12.  She  walked 

13.  The  train - 

14.  We there  all  summer. 


—  than  I  did. 
at  many  stations. 


15.  I he  knows  his  trade. 

16.  Where  do  you to  spend  the  summer? 


17.  I  could  not 

18.  He  could - 


19. 


20. 


21. 


—  him  how  to  do  it. 
—  his  lesson  with  ease  after 
that  talk. 

He  could  not  be  held in  such  an 

event. 

She  is to  shp  if  she  is  allowed  to  go 

up  there. 
It  is to  snow  before  night. 


See 

group 

1. 


See 

group 

2. 


See 

group 

3. 


See 

group 

4. 


WORD  STUDY 


129 


that  biU? 

the  account  June 


to 


his   accounts 


22.  When  can  you 

23.  I  shall  be  able  to  - 

12. 

24.  He   was   not   able 

without  help. 

25.  I  will  invest  the  — 

estate. 

26.  He  disposed  of  the - 

27.  His  client  consulted  him  about  securing 


of  the  money  in  real 
—  at  a  great  sacrifice. 


a 


him  the  money. 


well    for    the 


with 


28.  No  one  was  able  to  — 

29.  His  fortune  was ;  his  home, , 

30.  I  have the  unsteady  post  and 

the  broken  hasp. 

31.  His    early    successes 

future. 

32.  We  can that  he  will  succeed. 

33.  The  young  man his  references 

him. 

34.  Will    you   please last   year's   ledger 

from  the  safe? 

35.  What was  produced  by  mixing  those 

chemicals? 

36.  How  did  the  panic  - 

37.  This  is  a  specially — 

38.  The    City   HaU   is 

section. 

39.  The  Quakers in  Pennsylvania. 

40.  Business  men  are to  set  a  high  value 

on  time. 


-  his  business? 
part  of  the  city. 

—  in   the   business 


Miss  Everett  is  a office  assistant. 

A workman  is  needed  to  do  this  work. 

What  did  he from  his  investigation? 


41. 
42. 
43. 
44.  The  governor the  legislature. 


See 

group 

5. 


See 

group 

6. 


See 
group 

7. 


See 

group 

8. 


See 

group 

9. 


130 


ENGLISH  FOR  BUSINESS 


45.  She  wore jewelry  and  garments  of 

an cut. 

46.  We Mrs.  Stowell  for  secretary. 

47.  He  had to  form  a  stock  company. 

48.  I  do  not  know  his ;     I  know  only 

his . 


49.  They  inclosed  a 

machine. 

50.  I  do  not  see  any 

scheme. 


description  of  the 
advantages  in  that 


See 

group 

10. 


2.  Make  a  list  of  twenty  words  which  you  think 
you  overwork.     Try  to  find  synonyms  for  them. 

Exercise  69.  —  Oral  or  Written 

The  following  words  and  expressions  are  com- 
monly misused.  Divide  the  list  into  groups  of  five. 
Take  a  group  a  day,  until  all  have  been  mastered, 
and  write  sentences  showing  the  correct  use  of  these 
words  and  expressions. 

Accept  signifies  to  receive,  and  must  be  carefully  distin- 
guished from  the  verb  except,  meaning  to  exclude. 
Alike  should  not  be  used  with  both: 

They  are  ahke  in  their  tastes. 
All  right  should  never  be  written  alright. 
Allude  to  impUes  indirect  reference;  refer  signifies  direct 
mention: 

I  alluded   to  the  joys   of  friendship  in   my  talk  on 

Spenser. 
I  referred  to  Hamlet  in  that  illustration. 
Alternative  indicates  one  of  only  two  possibilities. 
Among  themselves  should  be  used  instead  of  among  one 
another. 

Anywhere  should  be  used  instead  of  any  place. 


WORD  STUDY  131 

Apparent  denotes  what    seems    but  may  not  be  real; 
evident  denotes  what  both  seems  and  is  real. 

Audience  implies  listeners;    it  is  often  incorrectly  used 
for  spectators,  —  those  who  look  on. 

Aware  is  used  with  respect  to  things  outside  of  ourselves; 
conscious,  with  respect  to  sensations  within  ourselves. 

Beg  should  be  followed  by  leave,  when  one  requests  per- 
mission: 

I  beg  leave  to  state;  I  beg  leave  to  differ. 

Between  apphes  to  only  two  things;    among  should  be 
used  for  three  or  more. 

Burst  is  the  past  participle  of  burst.    Never  say  hursted. 

Childlike  means  resembling  a  child;  childish  means  with 
the  weakness  of  a  child. 

Claim  should  not  be  used  in  the  sense  of  assert,  maintain, 
or  say. 

Compare  to  means  liken  to. 

Compare  with  means  point  out  resemblances  and  differ- 
ences, measurje  by. 

Complected  is  a  vulgarism  and  should  not  be  used  for 
complexioned. 

Couple  means  simply  two;  several  should  be  used  for  more 
than  two. 

Data  is  plural  and,  therefore,  requires  a  plural  verb: 
These  data  are  accurate. 

Decided  means  strong,  firm;  decisive  means  final: 
His  decided  opinions  brought  about  a  decisive  victory. 

Demean  simply  designates  the  act  of  behavior;    debase 
implies  bad  behavior. 

Discover  means   to  fmd  something  already   in  existence; 
invent  means  to  create  something  for  the  first  time. 

Each  other  is  applicable  to  two  only.    One  another  is  used 
for  more  than  two. 

Enormity  denotes  monstrous  wickedness  or  horror;   enor- 
mousness,  great  size. 


132  ENGLISH  FOR  BUSINESS 

Everywhere  should  be  used  instead  of  every  place. 

Exceptional  means  unusual  or  describes  a  case  outside 
the  operation  of  a  rule ;  exceptionable  is  applied  to  that 
to  which  exception  or  objection  may  be  taken. 

Falseness  is  used  in  connection  with  persons;  falsity,  in 
connection  with  things  or  ideas. 

First  is  an  adverb  as  well  as  an  adjective.  Firstly,  though 
permitted,  is  rarely  used. 

Former  and  latter  refer  to  one  of  two  persons  or  things. 
In  case  of  more  than  two,  use  the  first,  the  second,  etc. 

Humane   possesses    the    idea    of   kindness,    considerate 
treatment.    It  should  not  be  confused  with  human: 
The  S.  P.  C.  A.  is  a  humane  society. 

///  is  an  adverb  as  well  as  an  adjective.    Never  say  illy. 

Inside  of  should  not  be  used  to  denote  time.    Use  within. 

Kind  is  singular.     Do  not  say  these  kind. 

Kind  of  should  not  be  followed  by  a.  It  should  not  be 
used  in  the  sense  of  rather. 

Last  means  final  and  should  not  be  used  for.  latest. 

Less  refers  to  quantity;  fewer  to  numbers: 
There  were  fewer  members  in  the  class  this  year. 

Like  should  not  be  used  for  as  or  as  if: 
He  looked  like  his  cousin. 
He  acted  as  his  cousin  did. 
He  acted  as  if  his  cousin  were  coming. 

Luxuriant  means  superabundant  in  growth  or  production: 
The  vegetation  is  luxuriant. 

Luxurious  means  given  over  to  luxury: 
The  entertainment  indicated  luxurious  Uving. 

Mighty  should  not  be  used  in  the  sense  of  very. 

Mutual  can  refer  to  only  two  persons  or  things.  Other- 
wise, common  should  be  employed. 

News  is  singular  in  construction. 

Nowhere  should  be  used  instead  of  no  place. 

Nowhere  near  is  a  vulgarism  for  not  nearly. 


WORD  STUDY  133 

Of  is  sometimes  wrongly  used  for  have.     Say,  /  should 
have  written;  not,  /  should  of  written. 
Off  should  never  be  followed  by  of. 
Providing  is  frequently  misused  for  provided: 

Provided  you  agree,  we  shall  adjourn. 
Quite  means  entirely,  wholly,  and  not  rather,  or  very. 
Rarely  if  ever  should  be  used  instead  of  rarely  ever,  or 
rarely  or  ever. 

Same  should  never  be  used  in  such  expressions  as:   Your 
letter  received  and  in  reply  to  same,  etc. 

Same  as  should  not  be  used  in  the  sense  of  just  as,  in 
the  same  manner. 

Seldom  if  ever  should  be  used  instead  of  seldom  ever,  or 
seldom  or  ever. 

So  ...  as  are  the  proper  correlatives  in  a  negative  state- 
ment: 

I  did  not  get  so  far  as  I  had  hoped. 

In  a  positive  statement,  use  as  .  .  .  as. 
Sort.    See  kind. 
Sort  of.    See  kind  of. 

Splendid  means  shining,  brilliant,  and  should  not  be  used 
for  fine. 

Such  a  one,  not  such  an  one,  is  correct. 
Think  should  not  have  the  word /or  added: 

It  is  not  so  serious  as  you  think. 
Try  should  be  followed  by  to,  not  and: 

Try  to  do  better  next  time. 
Upward  of  should  not  be  used  in  the  sense  of  more  than. 
Visitor  is  a  human  caller;  visitant,  a  supernatural  one. 
Ways  is  often  misused  for  way. 

*'It's  a  long  way  to  Tipperary." 
Whence  means  from  which  place  or  cause;  therefore,  it 
should  not  be  preceded  by  from. 


134 


ENGLISH  FOR  BUSINESS 


Exercise  70.  —  Oral  or  Written 

1.  Try  to  determine  the  meanings  of  the  prefixes 
in  the  following  woi:ds. 


circumscribe 

conform 

advent 

bisect 

describe 

deform 

invent 

dissect 

inscribe 

inform 

convention 

trisect 

prescribe 

multiform 

subscribe 

perform 

precede 

inject 

superscribe 

reform 

proceed 

interject 

transcribe 

transform 

secede 

object 

uniform 

supersede 

project 
subject 

2.  The  meanings  of  a  few  roots  and  a  derivative 
from  each  are  here  given.  Supplement  all  of  these 
derivatives  by  others.  Be  sure  to  consult  an  un- 
abridged dictionary  to  see  if  yom*  surmises  are  correct. 


ject  (throw),  dejected  (literally,  thrown  down) 

junct  (join),  junction  (a  joining) 

mit,  mis  (send),  remit  (to  send  back),  submission  (lit- 
erally, sending  under) 

vent  (come,  go),  prevent  (literally,  to  come  before;  hence, 
to  hinder) 

diet  (say,  tell,  speak,  plead,  name,  appoint),  interdict 
(inter,  between  +  dicere,  to  say  =  interdict^  a  prohibitory 
order  or  decree) 

duct  (lead,  guide,  haul,  bring,  prolong,  protract),  produce 
(pro,  forward,  forth  +  ducere,  to  lead  =  produce,  to  lead  forth, 
to  offer  to  view,  to  show,  etc.) 

fact  (make,  do,  form,  produce,  create,  appoint),  factotum 
(facere,  to  do  +  totus,  all  =  factotum,  a  person  employed  to 
do  all  kinds  of  work  or  business) 


WORD  STUDY  135 

script  (scratch,  engrave,  draw,  write),  postscript  (post, 
after  +  scribere,  to  write  =  postscript,  an  addition  to  a  com- 
position after  the  body  of  it  has  been  finished) 

3.  Consult  an  unabridged  dictionary  and  get  the 
full  history  of  the  following  words:  capricious,  knave, 
derrick,  bamboozle,  mesmerize,  trite,  comet,  phaeton, 
graft,  bedlam,  tawdry,  frank,  sandwich,  sterling, 

4.  Consult  an  unabridged  dictionary  and  find  from 
what  language  these  words  originally  came:  wigwam, 
algebra,  dynamite,  sloop,  cigar,  novel,  caviar,  burn, 
burnish,  taboo,  boomerang,  cologne. 

Exercise  71.  —  Oral 

Examine  the  following  advertisements  or  parts  of 
advertisements.  To  what  kind  of  people  is  each 
directed?  What  words  are  particularly  well  chosen  to 
make  a  strong  appeal  to  the  taste  or  needs  of  such  a 
class  of  readers?  Notice  the  various  methods  of 
emphasizing  words. 

1.  Riding  in  a  swiftly  gliding  NATIONAL  is  "drawing- 
room  comfort"  on  wheels.  It  does  not  require  a  changed 
mental  attitude  or  sacrifice  of  bodily  comfort.  The  quickly 
operating  machinery  makes  a  pleasure  out  of  the  neces- 
sity for  transportation. 

Not  a  discordant  note  is  evident  in  the  new  marine 
design  of  the  NATIONAL  SIXES:  convenient  seating 
arrangement;  exquisite  finish;  tonal  effects  of  rich  bodies; 
and  finely  wrought  metal. 


136  ENGLISH  FOR  BUSINESS 

2.  OAKLAND 

SAFETY    ON    THE    ROAD 

is  assured  when  you  drive  the  Oakland  — 
whether  the  road  be  rough  country  highway 
or  paved  street  in  the  city.  There  is  lower 
weight  suspension — a  lower  center  of  gravity — 
that  removes  danger  of  sidesway  skidding,  or 
turning  over.  Yet  this  safety  is  made  possible 
without  reducing  the  car's  road  clearance 
—  which  is  the  usual  ample  clearance. 
This  makes  the  Oakland  the  car  for  any  road, 
therefore 

THE    CAR    FOR   THE   FARM 


3. 


Weavers  of  Speech 


Upon  the  magic  looms  of  the  Bell  these  weavers  of  speech  sit  silently  at 

System,  tens  of  millions  of  telephone  the  switchboards,  swiftly  and  skillfully 

messages  are  daily  woven  into  a  mar-  interlacing  the  cords  which  guide  the 

velous  fabric,  representing  the  count-  human  voice  over  the  country  in  all 

less  activities  of  a  busy  people.  directions. 

Day  and  night,  invisible  hands  shift  Whether  a  man  wants  his  neighbor 

the  shuttles  to  and  fro,  \yeavliig  the  in  town,  or  some  one  in  a  far-away 

thoughts  of  men  and  woinen  into  a  state;  whether  the  calls  come  one  or  ten 

pattern  which,  if  it  could  be  seen  as  a  a  minute,  the  work  of  the  operators  is 

tapestry,  would  tell  a  dramatic  story  ever  the  same  — making  direct,  instant 

of  our  business  and  social  life.  communication  everywhere  possible 

In  its  warp  and  woof  would  rningle  jj^j^  j^  g^j,  gervice.     Not  only  is  it 

success  and  failure,  triumph  and  trag-  necessary  to  provide  the  facilities  for 

edy,  joy  and  sorrow,  sentiment  and  ,j,^  weaving  of  speech,  but  these  facil- 

shop-talk,  heart  emotions  and  million-  j^j^^  ^^^^  ^^  ^j^^j^^j  ^j^j^  ^^  ^j^j,! 

dollar  deals.  ^^^  intelligence  which,  in    the    Bell 

The  weavers  are  the  70,000  Bell  op-  System,  have  made  Universal  Service 

erators.  Out  of  sight  of  the  subscribers,  the  privilege  of  the  millions. 

American  Telephone  and  Telegraph  Company 

And  associated  Companies 

One  Policy                 One  System                  Universal  Service 


WORD  STUDY  137 


Tone 


That's  where 
the  Victrola 
is  pre-eminent 


The  Victrola  brings  to  you  the  pure  and  varied  tones  of  every  musical  instru- 
ment, and  the  beauty  and  individuality  Of  every  human,  voice — all  absolutely  true 
to  life. 

Such  fidelity  of  tone  was  unknown  before  the  advent  of  the  Victrola — theyfr^/ 
'cttbinel  style  tatking-machitu;  and  this  pure  and  life-like  tone  is  exclusively  a 
Victrola  feature. 

Exercise  72. — Written 

Make  a  collection  of  advertisements  which  you  feel 
illustrate  a  purposeful  use  of  words  in  portraying 
the  definite  salable  characteristics  of  various  com- 
modities. Show  in  what  respects  the  selected  words 
(a)  fit  the  article,  (6)  stimulate  the  buying  interests 
of  readers. 

Advertisers  show  a  keen  feeling  for  the  value  of 
their  words  in  selecting  catchy  expressions  to  describe 


Why  the  Victor 
-....,;9^  Is  Best  for  YOU 

STEI^OPTICON 

No  matter  where,  when,  or  under  what  conditions  you  intend  to  u5e';a  stereopticon, 
you  will  find  the  Victor  the  most  satisfactory  for  a  multitude  of  reasons. 

//  is  Equipped  with  the  Remarkable  Victor  Arc  Lamp 

It  can  be  used  with  satisfactory.  Tfie  whole  field  is  always  clear.  Is  indestnicdble.- 

results  anywhere.  and  brilliant.  Attaches  to  any  incandescent 

It  is  light  and  compact.  The  light  is  steady  and  silent.  socket. 

It  can  be  used  by  any  one.  Carbons  changed  from  outside  WUl  not>crack  slides. 

The  light  i,  permanently  aligned  ^  »»  »"°""'1»'  ^°^''*  *»-»"y  '^^'^ 

at  factory.  Is  trouble-proof.  Cannot  be  short-circuited. 

Let  us  send  the  Victor  Boole.    It  tells  all  about  this  remarkable  new  illustrating  device.    Write  today. 

VICTOR  ANIMATOGRAPH  COMPANY 

no  VICTOR  BUILDING  DAVENPORT,  IOWA,  U.  S.  A. 


138  ENGLISH  FOR  BUSINESS 

their  wares.  Name  the  commodities  which  you  asso- 
ciate with  the  following:  Chases  dirt;  Spotless  Town; 
Ideal;  Holeproof;  Wins  on  merit,  not  tradition; 
Quality;  Royal. 

Add  to  this  list  five  descriptive  epithets  that  you 
think  have  been  used  to  advantage  by  the  advertiser. 

Study  the  words  used  by  the  New  York  Sun  in 
this  entertaining  introduction  to  the  description  of  a 
dinner  given  by  the  Yale  Alumni  to  William  Howard 
Taft.  Make  a  list  of  those  words  which  seem  to 
you  particularly  well  chosen. 

If  you've  ever  sat  in  the  enemy's  camp  when  the 
Blue  eleven  lunged  its  last  yard  for  a  touchdown  and 
had  your  hair  ruffled  by  the  roar  that  swept  across  the 
gridiron,  you  can  guess  how  1,500  Yale  men  yelled  at 
the  Waldorf  last  night  for  Bill  Taft  of  '78. 

It  came  all  at  once,  a  terrific,  ear-jarring  crash  of 
cheers  that  danced  the  glasses  on  the  table  tops  and 
fluttered  the  big  flags  around  the  balconies.  They 
had  ceased  the  pounding  chant  of  "Boola."  The 
classes  from  '53  to  '08  had  flung  the  Brek-a-kek-kek, 
Ko-ax,  Ko-ax  from  wall  to  wall,  and  the  orchestra, 
away  up  under  the  roof,  had  dropped  the  horns  and 
fiddles  from  sheer  weariness.  There  was  a  moment 
of  unexpected  quiet. 

Suddenly  the  electric  fights  died  all  over  the 
grand  ballroom.  A  searchfight  sprayed  its  rays 
squarely  on  a  drop  curtain  which  pictured  the  old 
Brick  Row  as  it  was  in  the  days  when  President 
Taft  was  a  freshman.  You  could  see  the  rail  fence, 
even  the  initials  cut  along  the  boards  —  "W.  H. 
T.,"  "O.  T.  B.,"  "A.  T.  H."  TaU  elms  leaned 
toward  the  ancient  buildings  and  spread  their  foUage 
over  the  dingy  roofs. 

The  broad  band  of  fight  moved  up  and  down 
over  the  picture,  hesitated,  then  feU  squarely  on  Pres- 
ident Taft  as  he  sat  with  President  Arthur  Twining 
Hadley  of  the  university  and  President  James  R. 
Sheffield  of  the  Yale  Club.  The  President's  head 
was  half  turned  toward  the  picture  of  the  old  Brick 
Row.    He  wasn't  smiling. 

The  yeU  started,  spread  aU  over  the  room  and 
gathered  force  as  man  after  man  opened  the  throttle 
of  his  lungs  and  turned  on  the  full  power  that  was 


WORD  STUDY  139 

in  him  and  roared  and  thundered  until  the  lights 
went  out  again.  In  the  darkness  presently  the 
old  Brick  Row  appeared  and  took  form.  Soft  Hghts 
gleamed  at  the  windows  of  the  dormitories.  The 
chapel  bell  tolled  faintly.  The  cheerful  voices  of 
freshmen  calling  to  freshmen  were  heard  very  faintly. 
A  shout  only  less  mighty  than  the  salute  to  the 
President  shook  the  big  room  and  shortly  passed 
to  laughter. 

Somebody  started  a  chant.  The  Yale  gradu- 
ates took  it  up  by  hundreds  until  1,500  of  them 
shouted  in  rhythm: 

Oh,  Freshman,  put  out  that  light! 
Oh,  Freshman,  put  out  that  hghtl 
Oh,  Freshman,  put  out  that  light  I 

That  was  Yale's  greeting  to  Taft  of  '78.  The 
welcome  to  President  William  Howard  Taft,  who 
happened  to  have  been  graduated  from  Yale  and 
not  some  other  university  —  Harvard,  say,  or 
Princeton  —  came  later,  when  President  Sheffield 
of  the  Yale  Club  and  President  Hadley  sent  big  words 
over  his  head  and  admitted  that  the  character  of 
the  man  had  something  to  do  with  his  rise  in  the 
world  as  well  as  the  Yale  training. 

E.  C.  Hill,  in  ''The  5un,"  March  20, 1909. 

Exercise  73.— Oral 

Examine  the  following  form  letter,  paragraph  by 
paragraph,  to  discover  (a)  the  effects  the  writer  is 
striving  for,  (6)  the  appropriateness  of  the  words 
selected  to  create  these  effects. 

HENDRICK  HEIGHTS  ESTATES 

49  West  36th  Street,  New  York 
WnxiAM  Bayard,  President 

July  23,  1914. 
Mr.  Robert  F.  Hawkins, 
Springfield,  Mass. 
Dear  Sir: 

Believing  you  to  be  a  citizen  who  is  well  and  favorably 
known  in  your  community  and  whose  identification  with  our 


140  ENGLISH  FOR  BUSINESS 

enterprise  will  be  of  valuable  assistance  to  this  company,  we 
want  to  enlist  your  cooperation  and  influence  in  our  behalf. 

It  will  not  interfere  with  your  present  vocation  in  any 
way,  and  the  efi'ort  is  well  worth  while. 

What  we  are  offering  is  an  OPPORTUNITY. 

It  is  YOURS  if  you  want  it. 

It  is  limited  and  not  free  for  all. 

Remember  MONEY  represents  the  efforts  of  man,  and 
the  LUCKY  MAN  prospers  because  he  keeps  posted  on 
what  is  going  on  and  avails  himself  of  OPPORTUNITY  when 
it  knocks  at  his  door. 

Don't  be  a  pessimist;  his  point  of  view  is  that  of  the 
unlucky  man.  If  everything  were  full  of  flaws,  you  would 
not  have  your  present  connection. 

Let  us  tell  you  more  about  our  proposition;  then  use 
your  own  judgment. 

Sign  and  return  the  inclosed  postal  card,  and  full  infor- 
mation will  be  furnished  without  obligation  or  expense  to 
you. 

Very  truly  yours, 

J.  F.  Whiton,  Manager. 

Exercise  74.  —  Practical  Problems 

1.  You  wish  to  introduce  to  your  school  assembly 
an  alumnus,  who  has  made  an  excellent  college  record 
in  scholastic  and  athletic  activities.  He  is  to  talk  to 
the  student  body  upon  Why  go  to  college?  Plan  your 
introductory  speech.  Decide  upon  your  purpose;  ar- 
range your  material  according  to  your  purpose;  and 
select  the  words  that  will  convey  most  clearly  and 
forcefully  your  purpose-idea.     Deliver  the  speech. 

2.  You  are  the  business  manager  of  your  school 
paper,  for  which  you  wish  to  secure  advertisements. 


WORD  STUDY  141 

Plan  an  interview  with  a  collar  manufacturer.  Select 
those  points  which  will  convince  him  that  he  should 
advertise  his  latest  style  collar  in  a  magazine  read  by 
many  hundreds  of  young  men.  Arrange  these  argu- 
ments so  that  you  will  increase  his  interest  gradually 
until  the  end  of  the  interview  is  reached.  Make  a 
written  dramatization  of  this  interview.  Underline 
all  words  that  you  feel  convey  exactly  and  forcefully 
your  thought. 

3.  As  in  problem  2,  you  wish  to  secure  advertise- 
ments for  your  school  paper.  Write  a  letter  (see 
Chapter  XIII  for  the  form  to  follow  in  such  corre- 
spondence) to  a  distant  college  which  has  drawn  from 
the  graduates  of  your  school,  asking  for  a  renewal 
of  last  year's  advertisement.  Plan  the  letter  care- 
fully, making  every  word  and  sentence  count  in 
convincing  your  correspondent  of  the  advantages  of 
advertising  with  you. 

4.  You  write  to  an  old  customer  asking  him  to 
renew  his  advertisement  in  your  school  paper.  He 
replies  in  an  injured  manner,  saying  that  the  details 
of  the  design  inclosing  his  advertisement  were  not 
adhered  to  in  the  last  two  issues  of  the  paper.  Answer 
the  letter.  Aim  to  use  purposefully  such  words  as 
will  conciliate  him  and  finally  secure  his  continued 
patronage. 

5.  Plan,  write,  and  dehver  a  speech  urging  all 
students  to  support  advertisers  patronizing  the  school 
paper.  Underline  in  your  written  speech  those  words 
that  are  designed  to  awaken  in  your  hearers  their 
responsibility  in  this  respect. 


142 


ENGLISH  FOR  BUSINESS 


5.  Syllabication.  —  Consult  an  unabridged  dic- 
tionary to  discover  the  exact  meaning  of  the  words 
syllable,  diphthong,  vowel,  consonant.  Pronounce 
carefully  the  following  words,  showing  by  your 
enunciation  the  syllables  into  which  each  is  divided. 
Before  attempting  to  do  this,  however,  divide  each 
word  into  syllables. 

business  disbursement  crystallization 

advantageous  stenographic  anaesthetic 

conspicuous  instantaneous  artificial 

temperament  stubbornness  inexhaustible 

embarrassment  chieftain  pneumatic 

inveterate  necessitating  propeller 

invitation  preparation  restaurant 

accidentally  correspondence  thermometer 

coming  inventory  stationary 

advertisement  inaccessible  quarrying 

insep£u*able  reference  restoration 

dissatisfy  secretary  professor 

Exercise  75. — Oral 

1.  From  the  foregoing  study  make  observations 
by  answering  these  questions.  How  many  vowel 
sounds  are  found  in  a  syllable?  How  is  a  diphthong 
considered  in  dividing  a  word?  How  does  the  dou- 
bling of  a  consonant  affect  the  division  of  a  word? 

2.  Consult  the  dictionary  for  the  proper  accenting 
of  the  following  words.  Study  the  list  in  three  assign- 
ments. 


alias 

deficit 

mischievous 

combatant 

municipal 

inquiry 

comparable 

exquisite 

reputable 

chastisement 

formidable 

industry 

WORD  STUDY 

superfluous 

irreparable 

illustrate 

acclimate 

exemplary 

defect 

gondola 

misconstrue 

theatre 

hospitable 

precedence 

impious 

irrevocable 

lamentable 

apparatus 

impotent 

ludicrous 

admirable 

143 


3.  Practice  the  following  words  aloud,  aiming  to 
give  to  each  final  syllable  its  full  value. 

bookkeeping  doing  anything  selKng  speaking 

typewriting  getting  bringing  saying  leaking 

accounting  sleeping  collecting  breaking  corresponding 

balancing  eating  running  advertising  measuring 

banking  seeing  buying  reading  meeting 

4.  Look  up  the  meanings  of  the  following  words. 
Which  are  verbs?  Which,  nouns?  Formulate  the  rule. 
Practice  the  pronunciation  by  using  each  in  an  oral 
sentence. 

attribute  object 

attribute  object 

progress  subject 

progress  subject 

5.  The  following  words  contain  vowels  which  are 
commonly  mispronounced.  Consult  an  unabridged 
dictionary  for  accent  and  length  of  syllables  before 
attempting  to  do  the  practice  work  of  this  exercise. 


contract 

convert 

torment 

contract 

convert 

torment 

contrast 

rebel 

prefix 

contrast 

rebel 

prefix 

massacre 

grimy 

grievous 

chaulte 

deaf 

squalor 

height 

amatei 

accUmate 

Italian 

italic 

engine 

gape 

culinary 

sarsaparilla 

hearth 

genuine 

preface 

heinous 

bade 

creek 

quay 

vaudeville 

Genoa 

juvenile 

heroine 

heroism 

faucet 

144  ENGLISH  FOR  BUSINESS 

6.   Common  Rules  for  Spelling.  — 

1.  Final  silent  e  is  usually  dropped  before  a  suffix 
beginning  with  a  vowel. 

love   ing  loving 

sense  ible  sensible 

2.  Final  silent  e  is  usually  retained  before  a  suffix 
beginning  with  a  consonant. 

measure  ment  measurement 

use  ful  useful 

Exceptions:  acknowledgment,  argument,  truly. 

3.  E  is  retained  in  words  ending  in  ce  and  ge,  be- 
fore a  suffix  beginning  with  a  or  o,  in  order  to  preserve 
the  soft  sound  of  c  and  g, 

serviceable  outrageous 

marriageable  advantageous 

4.  Final  y  preceded  by  a  vowel  is  generally  retained 
before  a  suffix. 

delaying  paying  obeying 

staying  enjoying  buying 

6.  Final  y  preceded  by  a  consonant  generally 
changes  to  i  before  a  suffix  beginning  with  any  other 
letter  than  i, 

dictionary  try  supply 

dictionaries  tries  supplies 

laboratory  fly  factory 

laboratories  flies  factories 


WORD  STUDY  145 

6.  The  i  must  always  follow  e 
If  the  two  come  after  c; 

And  if  they  give  the  sound  of  a 
Arrange  them  in  the  selfsame  way. 
Whenever  other  words  you  try, 
Letter  e  will  follow  i. 
Any  exceptions  found  to  these? 
There  are  a  few;  just  look  at  seize* 

receive  conceive  weight  chief  yield 

receipt  perceive  sleigh  relieve  siege 

*  Also:  either,  inveigle,  leisure,  neither,  weird. 

7.  One  I  is  usually  dropped  from  a  prefix  or  a 
suffix  ending  in  //. 

tact  full  all  most  full  fill  mind  full 

tactful  almost  fulfill  mindful 

8.  The  prefixes  dis,  mis,  im,  in,  ir,  un,  etc.  and  the 
suffixes  ly  and  ness  do  not  usually  affect  the  spelling 
of  words  to  which  they  are  added. 

dissatisfy  immovable  usually 

misstate  innumerable  commercially 

irregular  unnecessary  stubbornness 

9.  Monosyllables  and  words  accented  on  the  last 
syllable,  ending  in  a  single  consonant  preceded  by  a 
single  vowel,  generally  double  the  final  consonant 
before  a  suffix  beginning  with  a  vowel. 

hop  run  transfer  plan 

hopping         running  transferred         planning 

10.  Observe  the  importance  of  determining  the 
accent  of  words  that  come  under  Rule  9.  Suffer 
for  instance,  although  it  ends  in  a  single  consonant 


146 


ENGLISH  FOR  BUSINESS 


preceded  by  a  single  vowel,  does  not  double  the  final 
consonant  before  a  sufifix  beginning  with  a  vowel, 
because  the  accent  falls  on  the  first  syllable. 
Other  words  of  this  class  are : 


benefit 
benefiting 


banquet 
banqueting 


summon 
summoning 


Exercise  76.  —  Oral  or  Written 

Study  the  following  words.     Give  the  reason  for 
the  spelling  of  each  word  marked  with  the  asterisk. 


measure 

encourage 

apparel 

hop 

*measuring 

♦encouraging 

♦appareled 

♦hopping 

♦measureless 

♦encouragement 

love 

hope 

enlarge 

indorse 

♦lovable 

♦hoping 

♦enlargement 

♦indorsing 

♦loving 

plane 

induce 

♦indorsement 

prepay 

♦planing 

♦inducement 

reverse 

♦prepaying 

come 

♦receive 

♦reversal 

commit 

♦coming 

♦receiving 

♦reverser 

♦committing 

plan 

♦receivable 

♦reversible 

♦committal 

♦planning 

♦believe 

♦reversing 

♦commitment 

remorse 

believable 

entangle 

♦committee 

♦remorseful 

♦believing 

♦entanglement 

I.  General  Words  Frequently  Misspelled 

Lesson  1 

ah  breVi  a'tion 

ac  cept'ance 

ac  knowl'edg  ment 

a  bom'i  na  ble 

ac  ces'si  ble 

ac  quaint'ance 

a  bridg'ment 

ac'ci  den'tal  ly           ac  quire 

'ment 

ab'scess 

ac  com 'mo  date         ac  quit'tal 

a  bun'dant 

ac  com'pa  ni 

ment    ac'tor 

ac  cede' 

ac  cord'ance 

ad  dress 

/ 

ac  cel'er  ate 

ac'cu  ra  cy 

ad'e  quate 

ac  cept'a  ble 

a  chieve'ment            ad  mis'si  ble 

WORD  STUDY 


147 


ad  vis'er 
ag  grieve' 
a  gin  ty 
a  gree'a  ble 
a  lign'ment 
all  right 
al  le'giance 
al'ma  nac 


ap  point' 
ap'pre  hen'sion 
ap  proach' 
ap  pro'pri  ate 
ar'chi  tect 
arc'tic 
ar'gu  merit 
ar  raign'mRFit 


au'di  tor 
au'then  tic'i  ty 
au  thor'i  ty 
au'tumn 
aux  il'i  a  ry 
av'e  nue 
awk'ward 
bal  loon' 


Lesson  2 
al  though' 
al'to  geth'er 
am'a  teur' 
am  big'u  ous 
an'a  lyt'ic 
an'gel 
an'gle 
an  ni'hi  late 

Lesson  3 

ar  range'ment 
as  cend' 
as'cer  tain' 
as  sas'sin 
as  ses'sor 
as  sid'u  ous 
as  sim'i  late 
as  sist'ance 

Lesson  U 
bal'lot  ing 
ba'sin 
bat  tal'ion 
be  gin'ning 
be  lieve' 
ben'e  dic'tion 
ben  e  fi'cigJ 
ben'e  fac'tor 


an  m  ver  sa  ry 
an  nounce'ment 
a  non'y  mous 
an  tith'e  sis 
anx  i'e  ty 
ap  pall' 
ap  par'ent 
ap  pear'ance 


as  so'ci  ate 
as  sort'ment 
as  sump'tion 
a  sy'lum 
ath  let'ics 
at  tain'a  ble 
at  tend'ance 
au'di  ence 


ben'e  fit 
be  nev'o  lent 
be  siege' 
bi'cy  cle 
bil'liards 
blam'a  ble 
blas'phe  mous 
breadth 


break'age 
bril'Hant 
buc'ca  neer' 
bu'reau 


Lesson  5 
can'di  date 
cap'i  tol 
cap'tain 
car'tridge 


cem'e  ter  y 
cen  ten'ni  al 
cer'e  mo  ny 
ces  sa'tion 


148 


ENGLISH  FOR  BUSINESS 


bur'glar 
ca  lam'i  ty 
caren  dar 
cam'era 


cat'a  logue 
ca  tarrh' 
ca  tas'tro  phe 
ceil'ing 


change'a  ble 
chapter  on 
char'ac  ter  i  za'tion 
charge'a  ble 


char'i  ta  ble 

chas'tise  ment 

chieftain 

chif  fo  nier' 

ci'pher 

cir  cu'i  tous 

cir'cu  lar 

cir  cum'fer  ence 


Lesson  6 
cir'cum  scribe' 
cite 

cir'cum  stance 
ci  vil'i  ty 
cloth 
clothe 
col'o  nize 
CO  los'sal 


com 'bat  ant 
com  mit'tee 
com  mu'ni  cate 
com  par'i  son 
com'ple  ment 
com'pli  ment 
com'pre  hen'si  ble 
con  cede' 


con  ceiv'a  ble 
con  cm-'rence 
con  fes'sor 
con'quer  or 
con'sci  en'tious 
con'scious 
con  spic'u  ous 
con  tem'po  ra  ry 


Lesson  7 
con  tempt'i  ble 
con  temp'tu  ous 
con  tin'gent 
cor'dial  ly 
cor'o  na'tion 
cor  rel'a  tive 
cor're  spond'ence 
coun'se  lor 


coun'ter  feit 
cou  ra'geous 
cour'te  ous 
ere  a'tor 
ere  den'tials 
cred'i  ble 
crit'i  cism 
cru'ci  fy 


cur  ric'u  lum 
cur'tain 
cus  to'di  an 
cy  lin'dri  cal 
cyn'ic 
de  bat'a  ble 
de  bat'er 
de  ceive' 


Lesson  8 
de  fend 'ant 
de  fen'si  ble 
de  ferred' 
defer  ence 
de  fi'cient 
de  fin'a  ble 
def 'i  nite 
del'e  gate 


de  lib'er  a'tion 
de  lir'i  ous 
de  scribe' 
de  sir'a  ble 
de  spair' 
de  struc'tion 
de  terred' 
de  vel'op 


WORD  STUDY 

Lesson  9 

de  vice' 

dis'ap  prov'al 

dis  sat'is  fy 

differ  ence 

dis  as'ter 

dis'si  pa'tion 

diffident 

dis  cern'i  ble 

dis  suade' 

di  lap'i  dat'ed 

dis'ci  pline 

dis  tinc'tion 

dir'i  gi  ble 

dis  coiir'age  ment 

dye'ing 

dis'a  gree'a  ble 

dis  creet' 

dy'ing 

dis'ap  pear'ance 

dis  cre'tion 

ear'ly 

dis'ap  point' 

dis  lodgement 
Lesson  10 

ear'nest 

ec  cen'tric 

e  lim'i  nate 

er  ro'ne  ous 

ec  cle'si  as'ti  cal 

em  bar'rass 

es  pe'cial  ly 

e'co  nom'i  cal 

e  mer'gen  cy 

ev,'i  dent  ly 

ed'itor 

em'i  nent 

ex  ag'ger  ate 

ef  fi'cient 

en  deav'or 

ex  as'per  ate 

e  lab'o  rate 

en  vi'ron  ment 

ex  ceed' 

el'e  gance 

e  quiv'a  lent 

ex  cite'ment 

el'i  gi  ble 

e  ra'siire 

Lesson  ii 

ex  cus'a  ble 

ex  hil'a  rate 

fa  mil'iar 

flat'ter  y 

ex  ist'ence 

fas'ci  na'tion 

fiex'i  ble 

ex  or'bi  tant 

fas  tid'i  ous 

for'ci  bly 

ex'pla  na'tion 

Feb'ru  a  ry 

fore'head 

ex  traor'di  na  ry 

fierce 

for'feit 

ex  trav'a  gant 

fi'er  y 

for'mal  ly 

fa  cil'i  tate 

fi'nal  ly 

for'mer  ly 

fac  sim'ile 

fine'ly 

Lesson  12 

for'ty 

four 

gram'mar 

hei'nous 

fu'tile 

griev'ous 

heir 

gal'lop 

gri  mace' 

hem'or  rhage 

149 


150 


ENGLISH  FOR  BUSINESS 


gen'er  al  ly 
ghost 
god'dess 
gor'geous 
gov'er  nor 


id'i  o  syn'cra  sy 
il  leg'i  ble 
il  lu'mi  nate 
il  lu'sion 
il  lus'trate 
im  ag'i  na  ble 
im'i  tate 
im  me'di  ate  ly 


in'de  pend'ence 
in'de  scrib'a  ble 
in'de  struct'i  ble 
in  dic'a  tive 
in'di  gest'i  ble 
in'dis  pen'sa  ble 
in'di  vid'u  al 
in  dom'i  ta  ble 


in'tri  ca  cy 
in  vei'gle 
in  ves'ti  ga'tion 
in  vin'ci  ble 
i  ras'ci  ble 
ir  reg'u  lai 
ir  rel'e  vant 
ir're  me'di  a  ble 


gym  na  SI  mn 
hag'gard 
har'ass 
haz'ard  ous 
hearth 

Lesson  13 
im'mi  grate 
im'mi  nent 
im  pass'a  ble 
im  pas'si  ble 
im  pos'si  biri  ty 
im  prove'ment 
in'ad  vert'ent 
in'as  much' 

Lesson  i^ 
in  dul'gent 
in'ex  cus'a  ble 
in'ex  haust'i  ble 
in'ex  pe'di  ent 
in'fa  mous 
in  flam 'ma  ble 
in  fringe'ment 
in  gen'ious 

Lesson  15 
ir  rep'a  ra  ble 
ir're  spec'tive 
ir'ri  gate 
ir'ri  ta  ble 
isth'mus 
jeal'ous 
jeop'ard  y 
ju  di'cious 


hos'pi  ta  ble 
hy  poc'ri  sy 
hy  poth'e  sis 
i'ci  cle 
i  den'ti  cal 


in  au'gu  rate 
in'ci  den'tal  ly 
in  cip'i  ent 
in  com'par  a  ble 
in'con  ceiv'a  ble 
in  cred'i  ble 
in  cred'u  lous 
in  del'i  ble 


m  gen  u  ous 
in  i'tial 
in  quis'i  tive 
in  sep'a  ra  ble 
in  sist'ence 
in  suffer  a  ble 
in'te  gral 
in  tel'h  gi  ble 


juVe  nile 
ker'o  sene' 
kin'der  gar'ten 
knead 
knowledge 
lab'o  ra  to  ry 
lat'tice 
lav'en  der 


WORD  STUDY 


151 


leg'i  ble 
le  git'i  mate 
lei'sure 
le'ni  ence 
li'bra  ry 
li'cense 
li  cen'tious 
lin'e  a  ment 


Lesson  16 
lin'i  ment 
live'li  hood 
loathe 
lodgement 
lone'li  ness 
Ion  gev'i  ty 
lu'cra  tive 
lus'cious 


lux  u'ri  ant 
lux  u'ri  ous 

ly'ing 
mack'er  el 
mag'a  zine' 
mag  nif 'i  cent 
ma  hog'a  ny 
main  tain' 


main'te  nance 
mal'ice 
malign' 
man'age  ment 
mar'riage  a  ble 
mas'quer  ade' 
max'im 
meant 


Lesson  17 
meas'ur  a  ble 
meas'ure  ment 
mem'o  ra  ble 
me  nag'er  ie 
mile'age 
min'i  a  ture 
mi  rac'u  lous 
mis'cel  la'ne  ous 


mis'chie  vous 
mis  shap'en 
mis'sile 
mis  spell' 
moc'ca  sin 
mo'men  ta  ry 
mon'arch  y 
mo  not'o  nous 


mu  nic'i  pal 
mus'cle 
mys  te'ri  ous 
nas  tur'tium 
nav'i  ga  ble 
nec'es  sa  ry 
neigh'bor 
neu  ral'gi  a 


Lesson  18 
nick'el 
niece 
nine'teen 
nine'ti  eth 
nine'ty 
ninth 
non'sense 
no'tice  a  ble 


nmsance 
o  be'di  ent 
o  bei'sance 
ob  serv'ance 
oc  ca'sion  al  ly 
oc'cu  pa'tion 
oc  curred' 
oc  cur'rence 


o'di  ous 
o'dor  ous 
o  mis'sion 


Lesson  19 
o  rig'i  nal 
os'tra  cize 
out  ra'geous 


pam'phlet 
par'al  lei 
par'lia  ment 


152 


ENGLISH  FOR  BUSINESS 


om  nip'o  tence 
op  po'nent 
op'por  tu'ni  ty 
or'a  tor 
or'ches  tra 


pe  cum  a  ry 
pen'ance 
pen'i  ten'tia  ry 
pen'ni  less 
per'co  late 
per'ish  a  ble 
per'ma  nent 
per  mis'si  ble 


pos  ses  sion 
post  pone' 
prac'ti  cal  ly 
prai'rie 
pre  cede' 
prec'e  dent 
prec'i  pice 
pred'e  ces'sor 


pro  scribe' 
pros'e  cute 
psy  chol'o  gy 
pub  lic'i  ty 
pum'ice 
punc'tu  al 
pur  sue' 
pyr'a  mid 


o'ver  alls' 
o'ver  haul' 
pac'i  fy 
pag'eant 
pal'at  a  ble 

Lesson  20 
per'se  cute 
per'se  ver'ance 
per  sist'ent 
per  suade' 
pes'ti  lence 
phi  lan'thro  py 
phi  los'o  pher 
phy  si'cian 

Lesson  2i 
prefer  ence 
prej'u  dice 
pre  lim'i  na  ry 
pre  par'a  to  ry 
prev'a  lent 
prin'ci  pal 
prin'ci  pal  ly 
prin'ci  pie 

Lesson  22 
qual'i  ty 
quan'da  ry 
quan'ti  ty 
quar'rel 
quay 

quer'u  lous 
quiz'zi  cal 
quo  ta'tion 


par  tic'i  pate 
par  tic'u  lar 
pa  vil'ion 
peace'a  ble 
pe  cul'iar 


piece 
pierce 
pi'geon 
planned 
plau'si  ble 
pleas'ant 
plen'te  ous 
plu'ral 


priv'i  lege 
pro  ceed' 
pro  di'gious 
pro  fes'sor 
pro  fi'cient 
prom'e  nade' 
prom'i  nent 
pro  nun'ci  a'tion 


ra'di  ant 
rad'i  cal 
realm 
re  cede' 
re  ceipt' 
re  ceive' 
re  cep'ta  cle 
re  cip'i  ent 


WORD  STUDY 

] 

Lesson  23 

rec'om  mend' 

re  mis'sion 

res'i  dence 

re  curred' 

Ren'ais  sance' 

re  sist'ance 

re  feired' 

rep'a  ra'tion 

re  spect'ful  ly 

re  gret'ta  ble 

re  pellent 

re  spon'si  bil'i  ty 

re  lieve' 

rep'e  ti'tion 

res'tau  rant 

re  li'gious 

rep're  hen'si  ble 

res'ur  rec'tion 

re  mem'brance 

rep're  sent'a  tive 

re  sus'ci  tate 

rem'i  nis'cence 

re  prieve' 

Lesson  2U 

re  trieve' 

rev'e  la'tion 

run'ning 

scarce'ly 

re  ver'ber  ate 

sac'ri  fice 

sched'ule 

rev'o  lu'tion  ar  y 

sacrile'gious 

scheme 

rhap'so  dy 

safe'ty 

schorar 

rheu  mat'ic 

sap'phire 

sci'ence 

rhythm 

sat'ire 

scin'til  late 

ri  dic'u  lous 

sat'is  fac'to  ry 

scis'sors 

right'eous 

sat'yr 

Lesson  25 

screech 

sculp'ture 

sep'a  rate 

sher'iff 

se  cede' 

se'ri  ous 

shield 

se'cre  cy 

ser'pent 

shin'y 

sec're  ta  ry 

serv'ant 

siege 

seize 

serv'ice  a  ble 

sig'na  ture 

sen'a  tor 

sheath 

sim'i  lar 

sen'si  ble 

sheathe 

sim'i  lar'i  ty 

sep'a  ra  ble 

shep'herd 
Lesson  26 

si'mul  ta'ne  ous 

sin  cere'ly 

sov'er  eign 

sta'tion  er  y 

singe 

spe'cial  ty 

sta  tis'tics 

siz'a  ble 

spe'cies 

strat'e  gy 

153 


154 


ENGLISH  FOR  BUSINESS 


sol'der 

spee'i  men 

strength 

sol'dier 

spir'it  u  al 

stren'u  ous 

som'er  sault 

spir'it  u  ous 

sub  serip'tion 

soph'o  more 

squeam'ish 

sub'  si  dize 

sou've  nir' 

sta'tion  a  ry 
Lesson  27 

sub  stan'ti  ate 

sue  ceed' 

sur  prise' 

tan'ta  lize 

sue  eess'ful 

sur  ren'der 

tar'iff 

suf  fi'cient 

sus  pense' 

teeh'ni  eal 

suit'or 

sym  met'ri  eal 

tem'per  a  ment 

sum'ma  ry 

sym'pa  thize 

tend'en  cy 

su'per  fi'eial 

sys'tem  a  tize 

ten'e  ment 

su'per  sede' 

tan  gen'tial 

ten'ta  ele 

su'per  sti'tious 

tan'gi  ble 

Lesson  28 

ter'ri  fy 

there'fore 

tour'na  ment 

treneh'ant 

thief 

trace'a  ble 

triv'i  al 

thor'ough 

trag'e  dy 

ty  ran'ni  eal 

through 

tran  quil'li  ty 

um'pire 

tid'al 

trans  fer'a  ble 

u  nan'i  mous 

tinge 

tran'si  tive 

un  doubt'ed  ly 

to  geth'er 

treaeh'er  ous 

u'ni  ver'si  ty 

tor'tu  ous 

tre  men'dous 
Lesson  29 

until' 

u'su  al  ly 

va'ri  a  ble 

vet'er  i  na  ry 

u'sury 

va'ri  e  gat'ed 

vi'cious 

vac^ei  nate 

va  ri'e  ty 

vi  cis'si  tude 

vae'il  late 

vaudeville 

viet'ual 

vae'u  um 

venge'anee 

vil'lage 

vague'ly 

ven'ture  some 

vil'lain 

val'leys 

ver'i  fy 

vis'i  ble 

val'u  a  ble 

vet'er  an 

vis'i  tor 

WORD  STUDY 

Lesson  30 

vo  cab'u  la  ry 

where'fore 

xy'lo  phone 

vol'leys 

wher  ev'er 

yacht 

vorun  ta  ry 

wheth'er 

yield 

vy'ing 

whole'some 

yolk 

war'rior 

whose 

zeal'ot 

wea'ri  some 

wit'ness 

zeph'yr 

Wednes'day 

wor'sted 

zig'zag' 

weight 

wrenched 

zo  oFo  gy 

155 


II.  Business  Words 


, 

Lesson  i 

ad  dress'ee' 

al  u'mi  num 

bal  brig'gan 

ad  min'is  tra'tor 

a'pri  cot 

ba  na'na 

ad  ver'tise  ment 

as'set 

bank  draft 

all'spice' 

as'sign  ee' 

bank  book 

al'mond 

as'sign  or' 

bank  note 

al  pac'a 

at'om  iz'er 

bank'rupt 

al'ter  a'tion 

au'gur 

bar'gain 

al'u  min'i  nm 

bal'ance 

Lesson  2 

ba  tiste' 

ben'e  fi'ci  a  ry 

bill 'lion 

cas'tile 

ben'ga  line 

busi'ness 

cel'er  y 

bill  of  lading 

cal'i  CO 

ce  rise' 

book'keep'er 

cam'bric 

cer  tif 'i  cate 

bou'illon' 

cap'i  tal 

cer'ti  fied 

bril'lian  tine 

car'go 

cham'ois 

broad'cloth 

cash  ier' 

chat'tel 

buck'ram 

cash'mere 

Lesson  3 

che  nille' 

chev'i  ot 

clerk 

con'fi  den'tial 

chiffon 

col  lat'er  al 

con'sign  ee' 

156 


ENGLISH  FOR  BUSINESS 


chin  chiria 

CO  logne' 

con  sign'ment 

chintz 

com  mis'sion 

con  sign'or 

chis'el 

com  mod'i  ty 

con  sol'i  da'tion 

choc'o  late 

com'pu  ta'tion 

CO  op'er  a'tion 

ci'der 

eon  cise'ness 

cor'du  roy 

cin'na  mon 

eon  fee'tion  er  y 
Lesson  4 

cor're  spond'ence 

cou'pon 

erin'o  line 

deb'it 

cour'te  sy 

cu'mu  la  tive 

debt'or 

cra'ven  ette' 

eur'rant 

de  fi'cien  ey 

ere  den'tials 

cur'ren  ey 

def 'i  cit 

cred'i  tor 

cur'rent 

de  hn'quent 

crepe 

cus'tom  er 

de  mur'rage 

cre'pon 

cut'ler  y 

de  part'ment 

ere  tonne' 

dam'ask 

Lesson  5 

de  pos'i  tor 

dic'to  graph 

du'pli  cate 

es  tate' 

die  ta'tion 

em  broid'er  y 

ex  ec'u  tor 

dim'i  ty 

em  ploy  ee' 

ex  port'er 

di  rec'tor 

em  ploy'er 

fi  nan'eial 

dis  burse'ment 

en  dow'ment 

fis'cal 

dis  place'ment 

en'gi  neer' 

flan'nel 

dis  trib'ute 

en'tries 

fluc'tu  ate 

draw  ee' 

e'o'lienne' 

Lesson  6 

fore  clo'sure 

fou  lard' 

hard'ware' 

in'ven  to  ry 

freight 

here  with' 

in  ves'tor 

gel'a  tine 

hoard'ing 

in'voice 

gher'kins 

im  port'  er 

job'ber 

ging'ham 

in  close' 

jute 

gren'a  dine 

in'dor  see' 

kha'ki 

guar'an  tee' 

in  sol'ven  ey 

la'bel 

hand'ker  chief 

in'ter  est 

land'lord' 

WORD  STUDY 

Lesson  7 

lease 

lisle 

man'u  fac'tur  er 

ledg'er 

lo'co  mo'tive 

mar  seilles' 

les  see' 

mac'a  ro'ni 

ma  tu'ri  ty 

let'tuce 

m^c'a  roon' 

max'i  mum 

li'a  bil'i  ties 

mack'i  naw 

may'on  naise' 

li  no'le  um 

ma  dras' 

mem'o  ran'dum 

lin'sey-woorsey 

man'tel 

mer'can  tile 

liq'ui  date 

man'tle 

Lesson  8 

mer'chan  dise 

merg'er 

mus'lin 

o'ver  drawn' 

me  ri'no 

nain'sook 

par  ti'tion 

mes'sa  line' 

ne  go'ti  a  ble 

par'cel 

min'i  mum 

non'par  tic'i  pat'ing 

\  pass  book 

mo'hair' 

no'ta  ry 

pay'a  ble 

mo  las'ses 

o'le  0  mar'ga  rine 

pay  ee' 

mort'gage 

op'er  a'tor 

per'ca  line' 

mort'ga  gee' 

op'tion 

Lesson  9 

per  cent'age 

per  fum'er  y 

pro  ra'ta 

ra'zor 

pick'le 

prop  o  si'tion 

refer  ence 

pol'i  cy 

pro  spec'tus 

re  frig'er  a'tor 

pon  gee' 

prov'i  dent 

re  li'a  bil'i  ty 

pop'lin 

prox'i  mo 

re  mit'tance 

por'ce  lain 

pump'kin 

rho'do  den'dron 

pre'mi  um 

rai'sin 

rhu'barb 

prom'is  so  ry 

rasp'ber  ry 
Lesson  10 

sa'chet' 

sal'a  ble 

script 

spe'cie 

sal'a  ry 

scythe 

spec'i  fi  ca'tion 

sales'man 

se  cu'ri  ty 

ste  nog'ra  pher 

salm'on 

serge 

stock'hold'er 

157 


158 


ENGLISH  FOR  BUSINESS 


salve 

sar'sa  pa  ril'la 
sa  teen' 
scrip 

tan'ger  ine 

tap'i  o'ca 

ten'ant 

to  bac'co 

ton'nage 

ton'tine 

train'  dis  patch'er 

trans  mit'ting 


share'hold'er 
sir'loin' 
sol'vent 
spa  ghet'ti 

Lesson  11 
tri'al  barance 
trus  tee' 
type'writ  er 
ul'ti  mo 
u  ten'sil 
u  til'i  ties 
val'u  a'tion 
va  nil'la 


sub  sid'i  a  ry 
sur'plus 
syn'di  cate 
taf  fe  ta 


veg'e  ta  ble 
ve  lours' 
ver'mi  cel'li 
vin'egar 
voile 
vouch'er 
war'ran  ty 
whole'sale' 


ac  cel'er  a'tion 
a  cet'y  lene 
a  cid'i  fi  ca'tion 
ad  he'sion 
a  e'ri  al 
al  bu'men 
al'ka  loid 
alio  trop'ic 


ar'ti  fi'cial 
at'mos  pher'ic 
au'to  mat'ic 
bal'last 
ba  rom'e  ter 
ba  sic'i  ty 
Bes'se  mer 
bi  sul'phite 


m.  Technical  Words 

Lesson  1 
alloy' 

a  mal'ga  mat'ed 
am'mo  ni'a  cal 
am  pere' 
a  nal'o  gous 
a  nal'y  sis 
an'gu  lar 
an'i  line 

Lesson  2 
bi  tu'mi  nous 
bo  rac'ic 
bro'mide 
buoy'ant 
cal'ci  na'tion 
cal'o  rie 


an  neal'ing 
an'thra  cite 
aq'ue  duct 
a  que  ous 
ar'chi  tec'ture 
ar'gen  tif 'er  ous 
ar  se'ni  ous 
ar  te'sian 


can  ner  y 
cap'il  la  ry 


car'bu  ret'or 
cat'a  lyt'ic 
cel'lu  lose 
cen  trif 'u  gal 
cen  trip'e  tal 
chlo'rin  a'tion 
chlo'ro  form 
cin'na  bar 


WORD  STUDY 


159 


cir'cuit 
CO  ag'u  la'tion 
col'lier  y 
coron  nade' 
com'mu  ta'tor 
com'ple  men'ta  ry 
con'crete 
con'duit 


Lesson  3 
con'ser  va'tion 
con  vec'tion 
cor're  la'tion 
cou  lomb' 
crypt 

crys'tal  li  za'tion 
cu'li  na  ry 
cur'vi  lin'e  ar 


def  la  gra'tion 
del'i  ques'cence 
der'rick 
di'a  gram 
di'a  phragm 
differ  en'tial 
dif  fu'sion 
di  men'sion 


dis  so'ci  a'tion 
dor'mer 
dredg'ing 
dy'na  mom'e  ter 
dy'na  mos 
e  clipse' 
ef  fer  ves'cence 
ef  flo  res'cence 


Lesson  4 
e'las  tic'i  ty 
e  lee  trol'y  sis 
e  lec'tro  lyte 
e  lec'tro  typ'ing 
el  lip'ti  cal 
em  pir'i  cal 
e'qui  lat'er  al 
ex'ca  va'tion 


Fah'ren  heit 
fil'a  ment 
form  al'de  hyde 
ga'ble 

gal'va  nom'e  ter 
gird'er 
glob'u  lar 
grav'i  ta'tion 


gypsum 

ho  mol'o  gous 

hy  drau'lic 

hy  drol'y  sis 

hy'gro  scop'ic 

hy'per  bol'ic 

ig  ni'tion 

im  pen'e  tra  bil'i  ty 


Lesson  5 
in'can  des'cence 
in  flam'ma  ble 
in'got 

in'su  la'tion 
in'ter  mit'tent 
ir'ri  ga'tion  , 
i  soch'ro  nous 
i'so  la'tion 


i'so  therm 
ki  ne'to  scope 
lau'da  num 
liq'ue  fac'tion 
liq'ue  fied 
log'a  rithm 
lu'mi  nos'i  ty 
mac  ad'am  ize 


ma  chin'er  y 
man'ga  nese' 
ma'son  ry 


Lesson  6 
min'a  ret 
mol'e  cule 
mor'dant 


neu'tral  ize 
nick'el 
nu  tri'tion 


160 


ENGLISH  FOR  BUSINESS 


mech'a  nism 
me  dal'lion 
mer'cu  ry 
met'al  loids 
met'al  lur'gy 


ox'i  diz'ing 
ox'y  gen 
par'a  bol'ic 
par'tial 
ped'es  tal 
pen'du  lum 
per'me  a  ble 


mo  sa  ic 
mul'Kon 
mul'ti  pie 
naph'tha 
nas'cent 

Lesson  7 
phys'ics 

phys'i  o  log'i  cal 
pil'lar 
pneu  mat'ic 
po'lar  i  za'tion 
por'ti  CO 
po  ten'tial 


phos'phor  es'cence     pris  mat'ic 


o  paque 
os'cil  la'tion 
OS  mot'ic 
ox  al'ic 
ox'i  da'tion 


process 
prop'a  ga'tion 
pro  perier 
quad  ran'gu  lar 
qual'i  ta  tive 
quan'ti  ta  tive 
queir'ry  ing 
rar'e  fied 


re'en  force'ment 
re  stor'a  tive 
sem'i  per'me  a  ble 
so'le  noid 
so  lid'i  fy'ing 
stat'ic 
stuc'co 
sul'phur 


Lesson  8 
syn'the  sis 
tap'es  try 
tech  nol'o  gy 
tex'tile 
the'o  ret'i  cal 
ther  mom'e  ter 
Tor'ri  cel'li  an 
trans  lu'cent 


tres'tle 
trough 
tu'bu  lar 
ver'di  gris 
vis  cos'i  ty 
vol'a  tile 
wrought 
zinc 


Chapter  VII 

THE  RHETORIC   OF  THE   SENTENCE 

1.  Unity.  —  Suppose  you  glance  at  a  well- 
constructed  locomotive.  At  once  you  get  a  single, 
big  impression  of  its  strength  and  power.  Then 
examine  its  parts.  Every  one  of  them,  the  boiler, 
the  wheels,  the  piston,  contributes  towards  de- 
veloping the  main  impression.  In  like  manner 
our  writing,  at  all  times,  should  convey  a  single- 
ness of  impression.  Not  only  the  composition  as  a 
whole,  but  the  details  that  enter  into  the  composi- 
tion itself,  must  be  governed  by  this  principle. 
Every  sentence  must  convey  its  own  definite  im- 
pression. It  must  set  forth  one  single,  dominant 
idea,  which  we  call  its  central  thought.  All  the 
smaller  details  in  the  sentence  must  be  chosen 
with  the  view  of  making  this  central  thought  stand 
out  clearly.    This  principle  is  called  unity. 

Exercise  77. —  Oral 

What  is  the  central  thought  of  the  following 
sentence  ? 

Her  writing  desk  was  a  marvel  of  neatness,  every  thing 
in  its  precise  place,  the  writing  paper  in  geometrical 
parallelograms,  the  pen  tray  neatly  polished. 

Mrs.  Humphry  Ward:  Lady  Rose*s  Daughter. 

Separate  the  foregoing  sentence  into  the  parts 
indicated  by  the  subjoined  outline. 

161 


162  ENGLISH   FOR   BUSINESS 

I.   General  statement  of  the  central  thought 

II.   Explanatory  details 

A.  Order 

B.  Arrangement 

C.  Care 

Select  from  the  following  sentences  the  part  that 
expresses  the  central  thought.  Show  how  the  other 
parts  contribute  to  this. 

1.  The  vessel,  which  was  old  and  weather  beaten,  could 
not  approach  the  shore  because  of  the  strong  wind  and  the 
beating  waves. 

2.  No  sign  of  life  was  apparent;  no  light  at  any  window, 

unless  it  might  have  been  on  the  side  of  the  house  hidden 

from  view. 

George  W.  Cable 

3.  Debt  is  to  a  man  what  the  serpent  is  to  the  bird:  its 
eye  fascinates,  its  breath  poisons,  its  coil  crushes  both  sinews 
and  bone,  its  jaw  is  the  pitiless  grave. 

B  UL  WER-L  YTTON 

4.  The  moral  energy  of  nations,   as  of  individuals,   is 

sustained  only  by  an  ideal  higher  than  themselves,   and 

stronger  than  themselves,  to  which  they  cling  firmly  when 

they  feel  their  courage  waver. 

Henri  Bergson 

5.  Poetry  is  an  art,  and  chief  of  the  fine  arts;  the  easiest 
to  dabble  in,  the  hardest  in  which  to  reach  true  excellence. 

Edmund  Clarence  Stedman 

Exercise  78. —  Oral 

Compare  the  sentences  in  each  of  the  following 
groups.  Which  converge  steadily  toward  a  central 
thought.^  Which  diverge  from  it;  i.e.,  present  unre- 
lated points.^ 


THE    RHETORIC    OF    THE    SENTENCE  163 

1.  (a)  While  in  the  woods,  he  killed  a  snake  much  like 
the  one  killed  on  his  uncle's  farm. 

(6)  While  in  the  woods,  he  killed  a  snake  much  like 
the  one  killed  on  his  uncle's  farm,  containing  many  acres 
and  situated  many  miles  away. 

2.  (a)  Dickens  was  a  friend  of  the  poor  for  he  was  the 
champion  of  their  cause. 

(6)  Dickens  was  a  friend  of  the  poor  for  he  was  the  cham- 
pion of  their  cause  and,  besides,  he  wrote  many  interesting 
novels. 

3.  (a)  Washington  weis  a  great  soldier,  firm,  brave,  and 
cautious. 

(6)  Washington  was  a  great  soldier,  firm,  brave,  and  cau- 
tious, £uid  he  was  called  the  Father  of  his  Country. 

4.  (a)    Shakespeare  received  a  grammar  school  education. 
(6)   Shakespeare  received  a  grammar  school  education  but 

he  had  to  leave  his  native  town. 

Exercise  79.  —  Oral  or  Written 

Explain  why  the  following  sentences  from  pupil 
themes  do  not  possess  unity.  Determine  first  upon 
the  purpose  for  which  each  sentence  was  written. 
Point  out  what  material  has  been  introduced  which 
does  not  aid  the  purpose  and  hence  destroys  unity. 
Reconstruct  each  sentence,  using  only  the  elements 
necessary  to  express  the  purpose  of  the  sentence  or 
subordinating  unimportant  ideas. 

1.  The  doctor  was  sent  for  and  the  sick  man  was  soon 
relieved,  but  as  night  came  on  the  wind  blew  a  gale. 

2.  We  went  to  the  village  and  there  we  saw  old  friends 
and  they  invited  us  to  play  tennis  and  we  did  so  and  had  a 
great  game. 

3.  Baseball  gives  fine  exercise  but  a  good  ball  costs  too 
much, 


164  ENGLISH    FOR    BUSINESS 

4.  William  is  good  to  his  mother  and  he  is  also  a  good 
athlete. 

5.  One  day,  thinking  that  his  horse  was  too  much  to 
provide  for,  the  knight  turned  him  out  of  the  stable,  which 
was  none  too  clean. 

6.  However,  when  he  became  about  sixty  years  of  age, 
he  lost  his  taste  for  animals  and  all  other  things  of  interest 
but  gold,  and  one  of  his  horses,  which  served  him  faithfully 
in  the  wars,  where  he  made  a  fortune  for  him. 

7.  There  happened,  by  chance,  to  be  living  in  the  small 
town,  a  rich  knight,  who  now  growing  old  cared  more  for 
his  gold  than  his  possessions,  so  he  sold  them  all  except  one 
horse,  the  latter  his  favorite  steed,  which  had  carried  him 
through  many  a  battle. 

8.  After  the  bell  had  been  put  in  place,  the  king  called 
all  the  people  together  and  told  them  the  purpose  of  the 
bell,  it  being  hung  there  in  order  that  the  people  who  had 
been  wronged  might  ring  the  bell  and  the  injustice  righted, 
and  so  the  bell  did  its  duty. 

9.  But  now  as  he  had  grown  old  he  cared  for  gold,  so  he 
sold  all  but  one  horse  which  had  been  his  companion  and  had 
taken  him  through  the  wars  in  safety,  but  was  now  too  old 
to  do  any  work,  and  so  he  made  up  his  mind  he  could  not 
keep  him  any  longer. 

10.  As  he  neared  the  market  place,  he  saw  a  vine  which 
had  grown  around  the  rope  of  the  bell  and  went  toward  it 
and  as  he  gnawed  at  the  vine  the  bell  rang  and  the  people 
not  famiUar  with  the  sound  went  to  the  market  place  and 
there  they  saw  the  horse. 

Exercise  80. —  Oral 

Combine  the  sentences  of  each  of  the  following 
groups  into  a  single  well-knit  sentence  that  is  con- 
trolled by  a  central  thought,  or,  in  other  words,  that 


THE    RHETORIC    OF   THE    SENTENCE  165 

possesses  unity.     3e  sure  that  you  show  clearly  the 
central  thought. 

1.  The  road  was  level  and  easy.  We  bowled  along 
smoothly  through  the  valley  of  the  Mohawk.  We  drove 
under  droopmg  birch  trees  and  through  green  fields. 

2.  The  surging  sea  beat  upon  the  beach.  Along  the 
margin  of  the  beach  were  small  rocks.  The  rocks  were 
covered  with  seaweed.  The  seaweed  was  of  a  peculiar 
variety. 

3.  I  am  most  uneasy.  The  red  bird  is  forced  to  leave 
the  covert  of  the  cedars.  He  is  hungry.  He  hunts  on  the 
snow  for  food.  The  white  snow  shows  him  too  clearly.  He 
becomes  a  challenge  for  his  enemies. 

4.  One  hope  was  left  to  me.  It  was  that  she  might  have 
overlooked  something  in  the  chain  of  evidence.  This  was, 
perhaps,  a  mere  trifle.  It  might,  nevertheless,  be  made 
the  means  of  vindicating  my  innocence. 

5.  Among  the  evergreen  branches  overhead  were  gaily 
dressed  warblers.  They  are  the  dandies  of  the  forest.  They 
were  flitting  to  and  fro.  They  were  lisping  their  June  songs 
of  contented  love.  The  notes  were  milder,  slower,  lazier 
than  those  in  which  they  voiced  the  raptures  of  May. 

6.  I  walked  last  night  under  the  cedars.  They  stand  in 
the  front  yard.  I  listened  to  the  music.  It  was  at  once  so 
cheery  and  so  sad.  It  was  the  low  chirping  of  the  birds. 
They  had  gathered  in  from  the  frozen  fields.  They  had 
settled  for  the  night  in  the  shelter  of  the  evergreens. 

7.  The  cottage  was  approached  by  a  quiet  byroad.  It 
was  a  short  distance  away  from  the  town.  It  stood  snugly 
in  the  middle  of  its  own  plot  of  garden  ground.  A  good 
brick  wall  protected  it  at  the  back  and  the  sides.  There 
was  a  high  quickset  hedge  in  front, 

8.  He  led  the  way  through  the  gap  in  the  wall.  He  went 
to  a  patch  of  turf  on  the  heathy  ground.     On  the  side  near- 


166  ENGLISH   FOR    BUSINESS 

est  the  road  it  was  screened  by  bushes  and  dwarf  trees.  It 
commanded  a  view  in  the  opposite  direction  over  the  broad 
brown  wilderness  of  the  moor.  This  view  was  grandly 
desolate. 

Exercise  81.  —  Written. 

1.  Use  each  of  the  following  sentences  as  a  central 
thought.  In  each  expand  the  idea  expressed  in  italics. 
Prove,  that  each  expanded  sentence  has  unity. 

1.  The  city  was  gay  with  life  and  excitement. 

2.  The  city  was  full  of  sadness  and  gloom, 

3.  New  York  is  a  great  center  of  commerce. 

4.  Boston  is  crowded  with  historic  interest. 

5.  St.  Louis  is  fortunate  in  its  geographic  situation. 

2.  Write  one  or  more  sentences  on  each  of  the  fol- 
lowing subjects.  Let  the  word,  or  words,  in  italics 
indicate,  in  each  case,  the  central  thought  to  be  ex- 
pressed, or  the  single  impression  to  be  given.  Put 
nothing  into  the  sentence  that  does  not,  in  some  way, 
contribute  to  the  central  thought. 

1.  A  cold  winter  day. 

2.  A  hungry  dog. 

3.  The  beauty  and  grace  of  a  sailboat. 

4.  A  dark  summer  night. 

2.  Coherence.  —  Coherence  bears  a  close  rela- 
tion to  unity,  for  it  is  concerned  with  the  careful 
arrangement  of  the  details  of  the  sentence.  We 
have  already  used  the  illustration  of  a  locomotive. 
Let  us  imagine  that  we  are  in  a  machine  shop.  We 
perceive,  here  and  there,  the  various  parts  of  a 


THE   RHETORIC   OF   THE   SENTENCE  167 

locomotive.  Before  it  can  be  completed,  the  me- 
chanics have  to  know  how  to  place,  arrange,  and 
relate  even  the  smallest  mechanical  details.  The 
locomotive  is  ready  for  operation  only  when  all 
its  parts  cohere  (i.e.,  "hang  together"). 

In  a  sentence  we  must  aim  to  place  words, 
phrases,  and  clauses,  in  such  positions  that  their 
meaning  and  their  relation  to  the  words  which 
they  modify,  are  immistakable.  By  such  care  in 
arrangement,  the  sentence  gains  coherence.  Re- 
read Chapter  in,  page  51. 

Exercise  82. — Oral 

The  following  sentences  were  developed  by  com- 
bining those  in  brackets.  Determine  which  of  the 
combined  sentences  expresses  the  bracketed  ideas 
coherently. 

David  Garrick  inaugurated  a  new  plan. 

This  plan  was  concerned  with  the  conducting  of 

rehearsals. 
It  was  started  when  he  became  manager  of  Drury 

Lane  Theatre. 

When  David  Garrick  became  manager  of  Drury  Lane 
Theater,  he  inaugurated  a  new  plan  for  rehearsals. 

David  Garrick  inaugurated  a  new  plan  when  he  became 
manager  of  Drury  Lane  Theater  for  rehearsals. 

„      f  Henry  was  carrying  the  child. 
I  He  was  also  crying. 

Henry  carried  the  child  while  crying. 
Henry,  whUe  crying,  carried  the  child. 


168  ENGLISH  FOR  BUSINESS 

(John  wrote  to  his  father. 
He  wrote  about  his  plans. 
His  father  was  in  New  York. 

John  wrote  to  his  father  about  his  plans,  who  was  in  New 
York. 

John  wrote  to  his  father,  who  was  in  New  York,  about 
his  plans. 

(Mary  talked  to  her  mother. 
She  talked  about  an  art  gallery  she  had  seen. 
This  art  gallery  was  in  Boston. 

Mary  talked  to  her  mother  about  an  art  gallery  she  had 
seen  in  Boston. 

Mary  talked  about  an  art  gallery  she  had  seen  in  Boston 
to  her  mother. 

«      f  He  asked  his  mother  why  she  had  refused  him. 
\  He  was  indignant  at  her  decision. 

He  asked  his  mother  why  she  had  refused  him  indignant 
at  her  decision. 

Indignant  at  her  decision,  he  asked  his  mother  why  she 
had  refused  him. 

Exercise  83.— Written 

Examine  the  following  groups  of  sentences.  Select 
from  each  group  the  one  that  expresses  the  most 
important  thought.  Relate  the  other  sentences  of 
each  group  as  subordinate  elements  (word,  phrase,  or 
clause)  to  the  principal  one.  What  idea  does  each 
subordinate  element  express.^  When  the  new  sen- 
tence is  complex,  name  the  word  used  to  relate  the 
subordinate  clause  to  the  principal  one.  Which  makes 
the  truer  and  better-built  expression  of  the  thought — 
the  group  of  sentences  or  the  single  sentences?  Why? 


THE  RHETORIC  OF  THE  SENTENCE  169 

1.  The  cavern  was  reached  by  stone  steps.  These  steps 
were  rough  boulders  placed  to  make  a  stairway.  The  sides 
of  the  cavern  were  covered  with  dampness  and  soft  clinging 
moss. 

2.  Each  step  was  worn.  The  worn  places  were  where  the 
feet  of  thousands  had,  year  after  year,  pressed  in  passing  to 
the  cavern  below. 

3.  The  cave  at  its  entrance  was  very  low  and  narrow.  It 
widened  suddenly.  One  fcould  easily  stand  erect  and  walk 
about. 

4.  Lights  had  been  placed  here  and  there.  The  workmen 
and  visitors  could  make  their  way  around  and  see  the  won- 
ders of  this  underground  world. 

5.  The  floor  of  the  cavern  was  rough  and  deeply  fur- 
rowed. This  wearing  had  been  done  by  the  water  that 
dripped  from  the  roof  and  sides  and  by  streams  that  flowed 
through  the  cave. 

The  following  words  and  expressions  are  connec- 
tives, which  help  to  bridge  over  and  relate  expres- 
sions, and  so  make  sentences  unified  and  coherent. 
Write  sentences  illustrating  their  correct  usage. 


hkewise 

however 

accordingly 

hence 

although 

for  that  reason 

too 

moreover 

now  and  then 

therefore 

notwithstanding 

not  only  —  but  also 

Note:  The  teacher  should  add  to  this  list  and  should  keep 
caUing  attention  to  the  value  of  connectives,  adverbs,  and 
phrases,  in  giving  smoothness  and  coherence  to  a  sentence. 

3.  Emphasis.  —  In  our  exchange  of  ideas,  there 
are  always  some  thoughts  which  are  of  more 
importance  than  others.  In  order  to  show  their 
distinction,   we   must    give   them   emphasis.     In 


170  ENGLISH  FOR  BUSINESS 

speaking,  the  expression  of  the  face,  the  tone  of  the 
voice  assist  us  in  making  the  more  important  ideas 
stand  forth  vividly.  In  writing,  by  the  employ- 
ment of  various  means,  we  can  make  use  of  the 
principle  of  emphasis. 

Take  the  sentence,  Life  is  short.  That  serves 
well  for  mere  assertion.  Let  us  assume  that  you 
wish  to  call  attention  to  the  fact  in  a  way  that  will 
give  slightly  more  emphasis.  Is  not  life  short? 
which  is  the  question  form,  will  serve  this  purpose. 
Suppose  that,  in  an  appeal,  you  want  to  present 
this  thought  so  that  the  reader  will  be  forced  to 
pause  upon  it.  For  emphasis,  sustained  by  strong 
feehng,  the  exclamatory  sentence  is  invaluable. 
How  short  is  life!  is  vivid  and  compelhng. 

We  shall  find  also  that  there  are  three  kinds  of 
sentences,  the  skillful  use  of  which  will  help  us 
in  securing  emphasis. 

I.  A  loose  sentence  is  one  in  which  a  thought  gram-, 
matically  complete  is  expressed  before  the  end  of  the 
sentence  is  reached.  The  term  loose  is  not  one  of 
reproach,  but  merely  a  term  used  to  denote  the 
structural  character. 

Example:    Hanover    is    a    small    New    Hampshire 
village  famous  as  the  seat  of  Dartmouth  College. 

n.  A  periodic  sentence  is  one  in  which  the  thought 
is  incomplete  until  the  end  is  reached.  Until  you 
finish  the  sentence,  the  thought  hangs  suspended.  It  is 
like  a  picture  puzzle ;  every  piece  must  be  fitted  in  before 


THE   RHETORIC   OF  THE  SENTENCE  171 

the  picture  is  complete;  the  final  piece  to  be  fitted 
is  needed  to  secure  the  complete  effect.  Because  of 
this  element  of  suspense,  a  periodic  sentence  is  more 
emphatic  than  a  loose  sentence. 

Examples  of  effective  periodic  sentences: 

To  write  naturally  is  the  same  thing  in  regard  to  com- 
mon conversation  as  to  read  naturally  is  in  regard  to  com- 
mon speech. 

WiuLiAM  Hazlitt 

To  be  honest,  to  be  kind  —  to  earn  a  little  and  to  spend 
a  little  less,  to  make  upon  the  whole  a  family  happier  for 
his  presence,  to  renounce  when  that  shall  be  necessary  and 
not  to  be  embittered,  to  keep  few  friends,  but  these  without 
capitulation  —  above  all,  on  the  same  grim  conditions,  to 
keep  friends  with  himself  —  here  is  a  task  for  all  that  a 
man  has  of  fortitude  and  dehcacy. 

Robert  Louis  Stevenson:  A  Christmas  Sermon. 


Exercise  84. — Oral 

Point  out  just  what  is  gained  in  emphasis  in  the 
following  periodic  sentences.  Cast  them  in  loose 
form  and  judge  of  their  effect. 

1.  It  is  only  when  our  rights  are  invaded  or  seriously 

menaced  that  we  resent  injuries  or  make  preparation  for 

our  defense. 

James  Monroe 

2.  At  the  moment  when  the  last  trace  of  foreign  con- 
quest passed  away,  when  the  descendants  of  those  who  won 
and  those  who  lost  at  Senlac  blended  for  ever  into  an  Eng- 
lish people,  England  saw  in  her  ruler  no  stranger  but  an 

EngHshman. 

John  Richard  Green 


172  ENGLISH  FOR  BUSINESS 

3.  And  for  the  support  of  this  Declaration,  with  a  firm 

reliance  on  the  Protection  of  Divine  Providence,  we  mutually 

pledge  to  each  other  our  Lives,  our  Fortunes,  and  our  sacred 

Honor. 

Declaration  of  Independence 

4.  When  we  consider  the  magnitude  of  the  prize  we 
contended  for,  the  doubtful  nature  of  the  contest,  and  the 
favorable  manner  in  which  it  has  terminated,  we  shall  find 
the  greatest  possible  reason  for  gratitude  and  rejoicing. 

George  Washington 

5.  If  some  of  our  politicians  pursued  the  course  of  tell- 
ing the  truth  at  all  hazards  to  the  people  about  themselves, 
and  about  those  who  wish  to  mislead  them,  they  might  not 

lose  so  many  votes  as  they  fear. 

William  Howard  Taft 

6.  When  men  engage  in  the  pursuits   of  peace  in  the 

same  spirit  of  self-sacrifice  and  of  conscious  service  of  the 

community  with  which  the  common  soldier  engages  in  war, 

then  shall  there  be  wars  no  more. 

WooDRow  Wilson 

III.  A  balanced  sentence  is  one  in  which  the 
grammatical  structure  of  one  part  corresponds  to  the 
grammatical  structure  of  another.  Because  of  the 
arrangement  itself,  because  of  the  effectiveness 
secured  in  bringing  two  similar,  or  two  contrasting 
ideas  together,  the  balanced  structure  lends  emphasis. 

Exercise  85. —  Oral  and  Written 

1.  Study  the  different  kinds  of  effect  produced  by 
balanced  structure  in  each  of  the  following  sentences. 
Note  how  the  structure  helps  to  emphasize  the  idea. 
Note  in  case  of  a  series  of  such  constructions,  where 
the  most  vital  ideas  are  placed.     Which  sentences 


THE  RHETORIC  OF  THE  SENTENCE  173 

seem  to  gain  momentum  as  they  move?  Note  a 
frequent  connection  between  the  balanced  and  the 
compound  sentence. 

1.  The  men  enter;  they  sit  down.  (Parallel  construc- 
tion; that  is,  the  grammatical  construction  of  the  clauses  is 
similar.) 

2.  At  daybreak,  activity  is  renewed ;  at  nightfall,  it 
ceases.    (Antithesis  —  contrast  of  ideas.) 

3.  Caesar  had  his  Brutus,  Charles  the  First  his  Crom- 
well, and  George  the  Third  may  profit  by  their  example. 

(Climax.) 

Patrick  Henry 

4.  We  live  in  deeds,  not  years;  in  thoughts,  not  breaths; 

In  feelings,  not  in  figures  on  a  dial. 

Philip  J.  Bailey 

5.  To  the  memory  of  the  man,  first  in  war,  first  in  peace, 

and  first  in  the  hearts  of  his  countrymen. 

Henry  Lee 

6.  The  mountains  look  on  Marathon, 

And  Marathon  looks  on  the  sea. 

Lord  Byron 

2.   Write  a  series  of  balanced  sentences  illustrating: 

(1)  contrast 

(2)  parallel  structure 

(3)  climax 

Not  only  through  the  structure  of  the  sentences 
themselves,  but  also  through  various  other  means, 
emphasis  may  be  secured. 

1.  Various  arrangements  of  the  words  within  the 
sentences. — To  put  a  word,  phrase,  or  group  of  words 
out  of  its  usual  order,  attracts  attention. 


174  ENGLISH  FOR  BUSINESS 

Examples: 

Swiftly  descended  the  hammer. 

He  spoke  in  a  manner  pleasing  and  emphatic. 

Back  she  comes. 

Now  and  then  the  club  assembled. 

Him  I  will  never  forsake. 

Question:  What  word  or  words  have  been  placed  out  of 
their  usual  order?    Restore  them  to  their  usual  order. 

Note:  The  inverted  order,  studied  on  page  36,  is  a  com- 
mon and  effective  means  of  securing  emphasis. 

2.  The  use  of  italics.  —  A  line  drawn  under  a 
word,  a  series  of  words,  a  sentence,  etc.,  means  to  the 
printer  that  they  are  to  be  italicized.  Therefore, 
when  the  word  is  printed,  it  will  be  in  a  type  different 
from  the  type  generally  found  on  the  page.  This 
will  attract  attention.  Remember  that  writing  must 
appeal  to  the  eye  in  much  the  same  way  that  speaking 
must  appeal  to  the  ear.  Your  auditor  hears  em- 
phasis; your  reader  sees  it. 

3.  The  use  of  punctuation  marks.  —  These  various 
marks,  if  used  with  care,  can  help  to  attract  atten- 
tion. Remember  that  the  strong  marks  are  .  .'^  I  — 
the  next  strongest  :  ;  —  the  weakest  ,  (  ) 

4.  The  use  of  a  capital  letter  for  a  word  not  usually 
capitalized.  —  Such  a  means  should  be  employed 
sparingly.  But  occasionally,  if  one  wants  to  make  a 
valuable  idea  word  stand  out,  capitalization  is  a  potent 
means.  Compare  the  following  sentences.  What 
attracts  your  attention.^  Why.^ 

1.  He  was  a  man  who  believed  in  work. 

2.  He  was  a  man  who  believed  in  Work, 


THE  RHETORIC   OF  THE  SENTENCE  175 

5.  The  use  of  a  direct  instead  of  an  indirect  quota- 
tion.—  In  a  direct  quotation,  you  give  the  exact  lan- 
guage of  the  speaker.  In  an  indirect  quotation,  you 
give  the  general  idea  of  his  language.  The  former, 
being  more  precise,  is  the  more  emphatic. 

Examples  :  , 

I  God  said,  "Let  there  be  light." 
\  God  said  that  there  should  be  hght. 

He  asked,  "Is  this  report  true?" 

He  asked  whether  the  report  were  true. 

Note  how  the  quotation  marks  themselves  are  a 
means  to  emphasis. 

6.  The  use  of  specific  rather  than  general  words. — 
Specific  words  are  definite  and  allow  less  range  for 
misunderstanding  than  do  general  words.  The  word 
"biplane"  is  more  significant  than  "airship"  because 
it  denotes  a  particular  kind  of  airship;  and  "pansies" 
is  more  definite  than  "flowers." 

Exercise  86. —  Review  of  Grammatical  and  Rhetorical 
Principles 

Condense,  rearrange,  or  revise  the  following  sen- 
tences or  groups  of  sentences  to  make  them  gram- 
matical, clear,  definite,  forceful,  unified,  and  coherent. 

1.  I  lost  a  valuable  hand  bag  on  Chestnut  Street  yester- 
day about  three  o'clock  in  the  afternoon. 

2.  When  coming  to  school  yesterday,  I  left  a  plain  brown 
leather  hand  bag  with  a  five  dollar  bill,  two  car  tickets,  and 
a  handkerchief  in  it  on  the  car.  It  was  the  12:  45  p.m.  car 
from  Westboro,  and  I  got  off  the  car  at  the  Central  High 
School  at  ten  minutes  past  one. 


176  ENGLISH  FOR  BUSINESS 

3.  The  edition  is  the  Pocket  Series  of  English  Classics, 
and  are  25  ff  each. 

4.  If  the  ring  has  been  found,  and  returned  to  you,  I 
would  be  pleased  to  have  you  write  to  me  and  I  will  imme- 
diately go  after  it. 

5.  The  books  belong  to  the  high  school  and,  if  there 
has  been  any  such  books  found,  I  wish  you  would  write  to 
the  above  address  and  I  shall  call  for  them. 

6.  I  saw  your  advertisement  in  regard  to  a  building  site 
you  have  for  sale  in  New  Hampshire,  in  this  month's 
"Outlook."  I  am  looking  for  a  place  in  New  Hampshire 
to  build  a  summer  home,  and  the  location  you  mention 
seems  desirable. 

7.  If  found  at  your  office,  please  notify  the  above  ad- 
dress and  I  will  call  at  once  and  identify  it. 

8.  I  am  seventeen  years  old  and  an  advanced  junior  in 
the  Commercial  High  School  where  we  are  fitted  for  office 
work. 

9.  For  any  references  you  require,  you  might  apply  to 
Mr.  Brown,  our  principal,  or  to  any  of  my  teachers. 

10.  Referring  to  your  account,  which  is  long  overdue, 
we  are  sorry  to  be  forced  to  again  request  you  to  settle 
this  matter. 

General  Summary 
Unity  makes  the  impression  of  the  sentence 
single  ;  coherence  makes  the  relation  of  the  parts 
of  the  sentence  unmistakable  ;  emphasis  makes  the 
presentation  of  the  sentence  vivid,  convincing,  and 
forceful. 


Chapter  VIII 

THE  RHETORIC  OF  THE  PARAGRAPH 

1.  Unity.  —  Just  as  we  have  found  unity  vital 
to  tlie  sentence  (review  Chap.  VII,  page  149),  so 
we  shall  find  it  equally  vital  to  the  paragraph. 
In  analyzing  several  selections  in  Chapter  II,  we 
saw  that  a  paragraph  contains  (a)  a  central  idea, 
(6)  a  special  purpose,  (c)  a  selection  of  only  such 
points  as  help  to  meet  that  particular  purpose,  and 
(rf)  a  careful  arrangement  of  these  points.  Strict 
adherence  to  this  plan  in  the  writing  of  any  para- 
graph produces  a  singleness  of  impression.  This 
oneness  of  effect  is  called  unity. 

Unity  in  a  paragraph  may  be  violated  (a)  by 
presenting  more  than  one  central  idea ;  (6)  by 
including  minor  ideas  which  do  not  contribute  to 
the  central  idea.  Suppose  you  are  describing  a 
porch.  It  would  not  be  well  to  talk  about  the  con- 
struction of  the  porch  and  about  the  chairs  upon  it, 
in  the  same  paragraph.  Such  a  description  would 
have  two  central  ideas  and,  therefore,  would  require 
two  paragraphs.  Again,  suppose  you  are  giving 
a  description  of  the  pattern  of  the  chairs.  You 
would  hardly  mention  that  they  were  bought  at  an 
auction  sale  for  a  trifling  sum,  a  fact  which,  though 
interesting  in  itself,  would  not  help  to  emphasize 

177 


178  ENGLISH  FOR  BUSINESS 

the  central  idea.  Indeed,  to  secure  unity  in  a 
paragraph,  one  must  be  as  careful  about  reject- 
ing irrelevant  material  as  about  including  pertinent 
matter. 

Exercise  87. — Oral 

1.  Select  from  the  newspapers  three  paragraphs  on 
important  current  events,  each  of  which  plainly  is 
concerned  with  a  single  topic.  Indicate  the  use  of 
each  sentence.    If  there  is  a  topic  sentence,  name  it. 

2.  Which  of  the  following  paragraphs  possess 
unity?  Defend  your  answer  by  definite  reasons. 
Which  do  not  possess  unity  .^  Indicate  definitely  any 
part  that  violates  unity. 

1.  A  buyer's  interest  in  the  quality  of  your  goods  can 
be  developed  to  the  extent  only  that  he  sees  in  their  superior 
quality  a  means  of  increasing  his  own  business  profits  or 
prestige.  A  quality  talk  should  always  be  from  the  stand- 
point of  the  buyer  as  a  seller  and  in  the  identical  terms  that 
he  would  use  in  selling  your  goods  to  his  own  trade.  If  the 
buyer  is  a  jobber,  take  him  with  you  on  an  imaginary  trip 
over  his  territory  and  talk  to  his  trade  about  your  goods.  If 
he  is  a  retailer,  place  yourself  behind  his  counter  in  your 
imagination  and  talk  to  his  patrons.  In  addition  to  convinc- 
ing a  buyer  of  the  superior  excellence  of  your  merchandise, 
you  must  also  convince  him  that  he  can  convince  his  trade. 

William  Maxwell:  Salesmanship. 

2.  But  whenever  we  turned  to  the  south  and  east,  how 
wonderful  and  how  different  was  the  view!  There  was  no 
widespread  and  smiling  landscape  with  gleams  of  silver 
scattered  through  it,  and  soft  blue  haze  resting  upon  its 
fading  verge,  but  a  wild  land  of  mountains,  stern,  rugged, 
tumultuous,  rising  one  beyond  another  like  the  waves  of 


THE  RHETORIC  OF  THE  PARAGRAPH     179 

a  stormy  ocean,  —  Ossa  piled  upon  Pelion,  —  Mclntyre's 

sharp  peak,  and  the  ragged  crest  of  the  Gothics,  and,  above 

all,  Marcy's  dome-like  head,  raised  just  far  enough  above 

the    others  to  assert    his  royal    right  as  monarch  of   the 

Adirondacks! 

Henry  van  Dyke:  Little  Rivers. 

3.  Nathaniel  Hawthorne  knew  how  to  write  stories  and 
he  wrote  a  great  many  of  them,  both  for  children  and  grown 
people.  While  he  was  tall,  broad,  and  strong,  he  was  at  the 
same  time  very  gentle  and  modest  in  demeanor;  he  was 
also  a  man  of  rare  learning. 

A  School  Reader 

4.  Braddock's  last  moment  was  near.  Orme,  who,  him- 
self severely  wounded,  was  with  him  till  his  death,  told 
Franklin  that  he  was  totally  silent,  all  the  first  day,  and 
at  night  said  only,  "Who  would  have  thought  it?"  that  all 
the  next  day  he  was  again  silent,  till  at  last  he  muttered, 
"We  shall  better  know  how  to  deal  with  them  another  time," 
and  died  a  few  minutes  after.  He  had  nevertheless  found 
breath  to  give  orders  at  Gist's  for  the  succor  of  the  men  who 
had  dropped  on  the  road.  It  is  said,  too,  that  in  his  last 
hours  "he  could  not  bear  the  sight  of  a  red  coat,"  but  mur- 
mured praises  of  "the  blues,"  or  Virginians,  and  said  he 
hoped  to  live  to  reward  them.  He  died  at  about  eight 
o'clock  in  the  evening  of  Sunday,  the  thirteenth.  Dunbar 
had  begun  his  retreat  that  morning,  and  was  then  encamped 
near  the  Great  Meadows.  On  Monday  the  dead  commander 
was  buried  in  the  road;  and  men,  horses,  and  wagons  passed 
over  his  grave,  effacing  every  sign  of  it,  lest  the  Indians 
should  find  and  mutilate  the  body. 

Francis  Parkman:  Montcalm  and  Wolfe. 

3.  Decide  which  of  the  specific  subtopics  should 
be  included  in  a  paragraph  built  around  each  pur- 
pose indicated  below,  and  which  should  be  omitted. 


180  ENGLISH  FOR  BUSINESS 

Point  out  their  best  arrangement.  Mention  any 
further  appropriate  subtopics  which  might  possibly 
be  introduced. 

1.  Purpose:  to  describe  a  typical  summer  day  in  the 
country.  Cool  morning;  warm  noon;  hot  afternoon;  cool 
evening;  bright  sunshine;  occasional  thunder  showers; 
pleasant  scent  of  clover  and  ripening  grain;  brooks  strug- 
gling for  existence;  a  slight  breeze  throughout  the  day; 
scenes  in  the  fields;  cows  in  the  pasture;  the  abandoned 
farmhouse. 

2.  Purpose:  to  maintain  that  a  knowledge  of  a  modern 
foreign  language  is  useful.  Helps  in  broadening  the  vocabu- 
lary ;  assists  one  expecting  to  go  abroad ;  trains  one  to  think 
accurately;  Frederick  the  Great* knew  French  as  thoroughly 
as  German;  helps  one  to  realize  the  origin  and  value  of 
idioms;  commercial  advantages;  predominance  of  Enghsh 
throughout  the  world. 

Exercise  88. —  Oral  and  Written 

Select  the  points  for  a  paragraph  on  each  of  the 
following  subjects,  using  the  purpose  here  assigned 
to  guide  the  selection.  Discuss  these  topics  to  prove 
that  they,  if  used,  will  in  each  case  build  a  paragraph 
that  is  unified. 

1.  An  apple  orchard  in  the  spring.  Purpose:  to  show 
the  wealth  and  beauty  of  the  flowering  time. 

2.  Salmon  fishing  in  Alaska.  Purpose:  to  show  the  char- 
acter and  extent  of  the  industry. 

3.  The  Woman  Suffrage  movement.  Purpose:  to  show 
the  methods  followed  by  the  militants  of  England. 

4.  Winter  on  a  country  farm.  Purpose:  to  show  how  a 
blizzard  may  isolate  the  dwellers  for  severed  days. 


THE  RHETORIC  OF  THE  PARAGRAPH  181 

Exercise  89. — Oral 
Preliminary  work: 

A.  Select  the  points  necessary  to  develop  each  of 
the  following  topic  sentences  into  a  paragraph. 

B.  Arrange  the  selected  topics  so  that  the  para- 
graph, when  it  is  developed,  will  be  in  harmony  in 
thought  and  purpose  with  the  topic  sentence. 

C.  Talk  from  your  outline  thus  made. 

1.  A  sense  of  humor  is  invaluable  to  a  salesman. 

2.  A    tactful   beginning    is    necessary    in   a    business 
interview. 

3.  A  man  of  business  should  always  be  particular  about 
his  personal  appearance. 

4.  A  memory  for  names  is  of  great  value  to  a  man  of 
affairs. 

5.  A  customer  may  be  attracted  to  a  particular  store 
as  a  result  of  many  things. 

Class  criticism :  Direct  the  class  criticism  under 
the  following  heads : 

1.  Delivery,  carriage,  and  gestures  of  the  speaker; 
voice,  enunciation,  pronunciation,  etc. 

2.  Ability  to  keep  to  the  subject. 

3.  Smoothness  of  composition. 

4.  Matters  of  diction. 

Exercise  90.— Written 
Write  paragraphs  on  three  of  the  following  sub- 
jects. Before  writing,  decide  on  a  definite  purpose; 
use  care  in  selecting  only  those  topics  that  develop 
this  purpose;  and  arrange  the  chosen  topics  in  the 
most  effective  order. 


182  ENGLISH  FOR  BUSINESS 

1.  An  antique  store. 

2.  A  peddler. 

3.  An  old  mill. 

4.  The  parcel  post. 

5.  How  to  file  business  letters. 

6.  How  to  make  a  sleeping  porch. 

7.  Advantages  of  the  touch  system  of  typewriting. 

8.  The  importance  of  being  punctual  in  business. 

9.  The  people  before  a  newspaper  office  at  election  time. 
10.  The  reaction  against  the  use  of  red  ink  in  the  keep- 
ing of  accounts. 

Revision  Questions  for  the  Preceding  Exercises 

Is  there  variety  in  the  length  of  the  sentences? 
Is  there  variety  in  the  way  the  sentences  begin,  i.e., 
do  some  of  your  sentences  open  with  a  phrase,  some 
with  a  clause,  some  with  the  subject,  and  others 
with  the  inverted  order .^  Are  simple,  compound, 
and  complex  sentences  employed  to  show  the  various 
kinds  of  thought  relations? 

Are  the  sentences  so  selected  and  arranged  as  to 
develop  the  main  purpose?  Is  there  a  oneness  of  im- 
pression created  by  the  paragraph? 

Have  matters  of  penmanship,  spelling,  and  gram- 
mar received  due  attention? 

2.  Coherence. — If  coherence  is  necessary  in  the 
sentence  (Review  pages  166, 167),  it  logically  follows 
that  it  is  important  in  the  paragraph.  In  this 
unit  of  discourse  we  must  secure  coherence  by 
being  careful  to  arrange  our  sentences  so  as  to 
make   the   meaning  of  the  paragraph  unmistak- 


THE  RHETORIC  OF  THE  PARAGRAPH  183 

ably  clear.     Coherence  in  a  paragraph  depends 
upon: 

Thought  arrangement :  Thoughts  which  are  closely 
related  are  placed  near  one  another. 

General  use  of  connectives:  They  help  to  link 
sentences  or  parts  of  a  sentence  together,  and,  by  doing 
so,  give  the  effect  of  finish,  of  smoothness.  (See 
Page  169.) 

Exercise  91. — Oral 

1.  Read  the  following  paragraph,  which  may  be 
briefly  outlined  as  follows: 

I.   The  error 

II.   The  reason  for  the  error 
III.   The  cost  of  the  error 

In  regard  to  Braddock's  part  of  the  campaign,  there  had 
been  a  serious  error.  If,  instead  of  landing  in  Virginia  and 
moving  on  Fort  Duquesne  by  the  long  and  circuitous  route 
of  Will's  Creek,  the  two  regiments  had  disembarked  at 
Philadelphia  and  marched  westward,  the  way  would  have 
been  shortened,  and  would  have  lain  through  one  of  the 
richest  and  most  populous  districts  on  the  continent,  filled 
with  supphes  of  every  kind.  In  Virginia,  on  the  other  hand, 
and  in  the  adjoining  province  of  Maryland,  wagons,  horses, 
and  forage  were  sc£U"ce.  The  enemies  of  the  Administra- 
tion ascribed  this  blunder  to  the  influence  of  the  Quaker  mer- 
chant, John  Hanbury,  whom  the  Duke  of  Newcastle  had 
consulted  as  a  person  familiar  with  American  aff'airs.  Han- 
bury, who  was  a  prominent  stockholder  in  the  Ohio  Com- 
pany, and  who  traded  largely  in  Virginia,  saw  it  for  his 
interest  that  the  troops  should  pass  that  way;  and  is  said 
to  have  brought  the  Duke  to  this  opinion.    A  writer  of  the 


184  ENGLISH  FOR  BUSINESS 

time  thinks  that  if  they  had  landed  in  Pennsylvania,  forty 

thousand  pounds  would  have  been  saved  in  money,  and 

six  weeks  in  time. 

Francis  Parkman:  Montcalm  and  Wolfe, 

What  is  the  topic  sentence?  Prove  that  this  para- 
graph has  unity  by  showing  how  each  sentence  con- 
tributes in  some  way  to  the  thought  of  the  topic 
sentence. 

Select  the  sentences  that  bring  out:  the  error;  the 
reason;  the  cost.  What  else  in  sentence  1  is  elabo- 
rated in  sentence  2?  What  kind  of  relation  exists 
between  the  thoughts  in  sentences  2  and  3?  What 
word  in  sentence  4  repeats  the  idea  of  the  error  de- 
veloped in  sentences  1-3.^  What  words  of  sentence 
4  are  repeated  in  sentence  5  to  bring  about  a  closely- 
knit  relation  between  these  sentences.^  With  what 
sentences  does  the  cost  idea  connect?  What  words, 
if  any,  are  used  to  show  this  relation? 

2.  Show  in  detail  how  each  sentence  in  the  follow- 
ing selection  is  an  outgrowth  of  its  predecessor. 
Point  out  the  means  of  hnking  the  sentences  together. 

During  the  whole  of  a  dull,  dark,  and  soundless  day  in 
the  autumn  of  the  year,  when  the  clouds  hung  oppressively 
low  in  the  heavens,  I  had  been  passing  alone,  on  horseback, 
through  a  singularly  dreary  tract  of  country;  and  at  length 
found  myself,  as  the  shades  of  evening  drew  on,  within  view 
of  the  melancholy  House  of  Usher.  I  know  not  how  it  was, 
but  with  the  first  glimpse  of  the  building  a  sense  of  insuffer- 
able gloom  pervaded  my  spirit.  I  say  insufferable;  for 
the  feeling  was  unrelieved  by  any  of  that  half  pleasurable, 
because  poetic,  sentiment  with  which  the  mind  usually  re- 
ceives even  the  sternest  natural  images  of  the  desolate  or 
terrible.     I  looked  upon  the    scene  before  me  —  upon  the 


THE  RHETORIC  OF  THE  PARAGRAPH  185 

mere  house,  and  the  simple  landscape  features  of  the  domain, 
upon  the  bleak  walls,  upon  the  vacant  eye-like  windows, 
upon  a  few  rank  sedges,  and  upon  a  few  white  trunks  of 
decayed  trees  —  with  an  utter  depression  of  soul,  which  I 
can  compare  to  no  earthly  sensation  more  properly  than  to 
the  after-dream  of  the  reveler  upon  opium  —  the  bitter 
lapse  into  everyday  life  —  the  hideous  dropping  of  the  veil. 
There  was  an  iciness,  a  sinking,  a  sickening  of  the  heart  — 
an  unredeemed  dreariness  of  thought  which  no  goading  of 
the  imagination  could  torture  into  aught  of  the  sublime. 
What  was  it,  I  paused  to  think,  —  what  was  it  that  so  un- 
nerved me  in  the  contemplation  of  the  House  of  Usher  .^  It 
was  a  mystery  all  insoluble;  nor  could  I  grapple  with  the 
shadowy  fancies  that  crowded  upon  me  as  I  pondered.  I 
was  forced  to  fall  back  upon  the  unsatisfactory  conclusion, 
that  while  beyond  doubt  there  are  combinations  of  very  sim- 
ple natural  objects  which  have  the  power  of  thus  affecting  us, 
still  the  analysis  of  this  power  lies  among  considerations 
beyond  our  depth.  It  was  possible,  I  reflected,  that  a  mere 
different  arrangement  of  the  particulars  of  the  scene,  —  of 
the  details  of  the  picture,  —  would  be  sufficient  to  modify, 
or  perhaps  to  annihilate,  its  capacity  for  sorrowful  impres- 
sion; and  acting  upon  this  idea,  I  reined  my  horse  to  the 
precipitous  brink  of  a  black  and  lurid  tarn  that  lay  in  un- 
ruffled lustre  by  the  dweUing,  and  gazed  down  —  but  with 
a  shudder  more  thriUing  than  before  —  upon  the  remodeled 
and  inverted  images  of  the  gray  sedge,  and  the  ghastly 
tree  stems,  and  the  vacant  and  eye-hke  windows. 

Edgar  Allan  Poe:  The  Fall  of  the  House  of  Usher. 

Exercise  92.  — Oral 

Select  any  three  of  the  following  subjects  for  oral 
paragraphs.  Decide  upon  the  purpose  for  which  each 
is  to  be  developed.     For  each  make  an  outline,  or 


186  ENGLISH  FOR  BUSINESS 

plan,  to  guide  the  development  of  the  paragraph. 
In  presenting  your  subject,  aim  to  connect  your 
ideas  by  words  and  expressions  that  will  convey  the 
exact  relationship  of  thought  to  thought.  The  class 
criticism  should  have  as  its  main  purpose  a  discussion 
of  the  speaker's  methods  of  securing  smoothness. 

1.  A  windy  day  experience. 

2.  A  winter  scene. 

3.  An  old  beggar. 

4.  Buying  a  rug  at  auction. 

5.  The  value  of  class  organization  in  the  high  school. 

6.  How  to  open  an  account  at  the  bank. 

Exercise  93.  — Written 
Write  a  paragraph  upon  one  of  the  following  subjects. 

1.  The  use  of  the  telephone  in  ordering  goods. 

2.  How  to  construct  an  archery  bow. 

3.  The  characteristics  of  a  successful  forester. 

4.  The  uncertainty  of  the  fruit  business. 

5.  The  popularity  of  moving  pictures. 

Revision  Questions 

Consult  the  revision  questions  under  unity. 

Are  the  sentences  closely  knit  together.'^ 

Have  I  used  the  relation  words  that  convey  the 

exact  relationship  of  thought  to  thought.^ 

As  I  read  my  composition  aloud,   does  it  sound 

smooth.'^ 

3.  Mass.  —  The  two  places  of  distinction  in  a 
sentence  are  the  beginning  and  the  end.  In  a 
paragraph,  as  the  beginning  and  the  end  are  the 


THE  RHETORIC  OF  THE  PARAGRAPH  187 

places  that  catch  the  eye  and  hold  the  attention, 
they  are  Kkewise  the  places  of  distinction.  Mass  is 
merely  the  principle  of  efTective  arrangement  of 
the  parts  to  secure  emphasis.  In  some  paragraphs, 
the  important  thought  is  at  the  beginning  and  is 
followed  by  particulars  of  development;  in  others, 
it  is  at  the  end  and  acts  as  a  summary  for  the 
preceding  particulars;  in  still  others,  it  is  at  the 
beginning,  is  followed  by  particulars,  and  is 
expressed  at  the  end  in  the  form  of  a  summary. 
Paragraphs,  then,  are  poorly  massed  when  the 
arrangement  of  material  fails  to  place  important 
thoughts  in  distinctive  positions;  they  are  well 
massed  when  the  arrangement  of  material  presents 
important  thoughts  in  distinctive  positions. 

Exercise  94.  —  Oral 

1.  Examine  any  column  of  newspaper  advertise- 
ments. In  each,  what  is  the  most  important  fact,  or 
facts  .'^  What  is  the  position  of  the  principal  facts 
in  the  advertisements? 

2.  Examine  the  following  paragraphs.  In  each, 
what  is  the  topic  sentence?  Where  is  it?  Is  this 
topic  sentence  the  most  vital  one?  If  it  is  not, 
where  in  the  paragraph  is  the  most  important  sentence 
placed?  Where  are  the  details  and  the  relatively 
unimportant  matter  placed? 

1.  I  close,  then,  with  some  suggestions  as  to  what  I  con- 
sider the  basis  of  a  true  business  career  —  those  which  give 
reasonable  assurance  of  a  true  business  success.  I  place 
first  among  these  integrity;   because  I  believe  that  there  is 


188  ENGLISH  FOR  BUSINESS 

to-day  a  good  deal  of  misapprehension  on  this  point.  There 
is  now  and  then  a  case  of  brilhant  rascality  known  among  us; 
and  we  hear  of  this,  and  talk  of  it;  we  are  inclined,  some 
of  us,  to  admire  it;  but,  after  all,  there  are  no  cases,  except 
very  exceptional  cases,  wherein  roguery  has  led  to  fortune. 
The  rule  is  almost  absolute,  that  our  thrifty  men  have  been 
exceptionally  upright  men.  You  will  find  few  cases  where 
the  dishonest  man  has  continuously  flourished.  There  have 
been  cases  of  his  temporary,  transient,  meteoric  success; 
but  the  rule  is  very  uniform  in  its  operation,  that  business 
success  has  been  based  on  a  broad  platform  of  integrity. 
Horace  Greeley:  Success  in  Business. 

2.  The  management  must  keep  in  close  personal  touch 
with  workmen  in  all  departments.  From  foundry  to  shipping 
room  this  principle  has  been  followed.  Even  with  almost 
two  thousand  workmen  in  a  manufacturing  plant,  it  is  sur- 
prising to  find  how  easily  and  how  pleasantly  this  personal 
relationship  may  be  continued,  once  it  is  established.  The 
employer  may  be  somewhat  amazed  to  find  with  what 
interest  he  absorbs  knowledge  of  the  affairs  of  the  various 
employees  and  the  eagerness  he  feels  in  seeing  each  man 
attain  the  success  he  desires.  And  this  personal  interest, 
which  becomes  wholly  unselfish  and  one  of  the  pleasures  of 
business  management,  is  the  element  which,  more  than  any 
other  one  thing,  perhaps,  brings  out  loyalty  and  produces  a 
unified  organization. 

George  H.  Barbour:  Personality  in  the  Working  Force. 

3.  It  is  hard  to  find  a  satisfactory  definition  of  advertis- 
ing. A  picture^ue  way  of  putting  it  is  to  call  it  business 
imagination,  an  imagination  that  sees  in  a  product  possi- 
bilities which  can  be  realized  only  by  appealing  to  the  public 
in  new  ways  to  create  a  desire  where  none  existed  before. 
It  is  a  very  broad  word,  an  omnibus  word  conveying  dif- 
ferent ideas  to  different  people. 

Ernest  Elmo  Calkins:  The  Business  of  Advertising. 


THE  RHETORIC  OF  THE  PARAGRAPH  189 

3.  Examine  the  arrangement,  or  mass,  of  any  five 
paragrapiis  in  this  chapter.  Defend  your  decision 
concerning  them. 

Exercise  95.  —  Oral  and  Written 

OutUne  and  give  orally  well-massed  paragraphs  on 
any  two  of  the  following  subjects.  Outline  and  write 
several  paragraphs  on  any  other  three  of  them. 
Test  them  for  unity,  coherence,  and  mass.  Apply  the 
previous  questions  of  revision. 

1.  The  influence  of  rainfall  on  the  occupations  of  a  people. 

2.  The  value  of  the  typewriter  in  business  correspondence. 

3.  An  experience  with  a  burglar. 

4.  An  argument  for  an  eight-hour  working  day. 

5.  The  value  of  out-of-door  exercise  for  men  engaged  in 
clerical  pursuits. 

6.  The  influence  of  mountains  upon  the  industries  and 
occupations  of  a  people. 

7.  A  letter  asking  for  the  privilege  of  settling  an  account 
at  a  later  time.    (See  model,  Chapter  XIX.) 

8.  The  electrification  of  railroads. 

9.  The  advantages  of  the  "charge  system." 

10.  An  explanation  of  MarshaU  Field's  doctrine:  "The 
customer  is  always  right." 


Chapter  IX 

KINDS    OF   PARAGRAPHS 

1.  Introductory.  —  We  determine  the  nature  of 
a  paragraph  by  examining  its  chief  purpose.  If 
it  aims  to  recount  related  events  or  acts  which 
lead  to  some  heightened  point  of  interest,  we  call 
it  a  narrative  paragraph.  If  it  tries  to  portray  or 
describe,  we  call  it  a  descriptive  paragraph.  If  it 
aims  to  explain  and  inform,  we  call  it  an  exposi- 
tory paragraph.  If  it  aims  to  convince  or  persuade, 
we  call  it  an  argumentative  paragraph. 

Narrative  and  descriptive  paragraphs  appeal 
chiefly  to  the  imaginative  and  emotional  part  of 
the  mind;  expository  and  argumentative  para- 
graphs appeal  chiefly  to  the  inteUectual  and  reason- 
ing part  of  the  mind.  This  difference  in  appeal 
necessitates  a  difference  in  treatment  in  these 
kinds  of  paragraphs. 

2.  The  Narrative  Paragraph.  —  A  narrative 
paragraph  presents  one  main  incident.  Such  a 
paragraph  may  stand  alone  or  it  may  be  a  part  of 
a  series.  The  incident  is  a  combination  of  a  num- 
ber of  successive  occurrences  presented  in  the  order 
in  which  they  take  place.  The  highest  point  of 
interest  comes  at  the  end  of  the  paragraph.    To 

190 


KINDS  OF   PARAGRAPHS  191 

it  every  occurrence  introduced  must  bear  a  defi- 
nite relation. 

Exercise  96.  —  Oral 

Analyze  the  following  paragraphs  with  these  points 
as  guides:  (a)  the  single  incident  presented,  (6)  the 
occurrences  used  to  develop  this  incident,  (c)  the 
order  of  their  presentation,  (d)  the  point  of  highest 
interest.  Make  evident  that  each  occurrence  is 
directly  connected  with  this  point  of  highest  interest. 

1.  The  sheriff  read  the  Emancipation  Proclamation.  He 
read  it  with  no  more  ceremony  than  if  he  were  giving  notice 
of  a  forced  sale  of  land,  or  a  new  city  ordinance  about  negro 
passes,  or  any  other  everyday  occm-rence.  He  was  sur- 
rounded by  white  men,  who  listened  without  interest  or 
remark,  and  negroes,  who  were  shocked  and  dismayed.  They 
had  been  sure  that  the  news  of  their  freedom  would  come 
with  the  calHng  of  trumpets,  the  firing  of  cannon,  and  the 
triumphant  entry  of  a  victorious  army.  Robert  said  they 
were  sick  and  silent  with  disappointment,  and  vanished  from 
the  streets.  I  went  into  the  kitchen  to  tell  Harriet.  She 
was  leaning  against  the  open  door,  looking  intently  eastward. 
Freedom  was  to  come  from  the  east,  and  she  was  always 
listening  and  watching  for  its  approach.  Her  child,  a  girl 
about  a  year  old,  was  sitting  on  the  floor  playing  with  some 
empty  spools.  I  had  always  thought  her  indifi'erent  to  it. 
"Harriet,"  I  said,  and  she  turned  her  eyes  upon  me  but  did 
not  speak,  "you  are  free,  Harriet!  From  this  hour  as  free 
as  I  am.  You  can  stay  here  or  go;  you  can  work  or  sleep; 
you  are  your  own  mistress,  now  and  forever."  She  stepped 
forward  as  I  spoke,  and  was  looking  at  me  intently.  "Say 
dem  words  again,  Miss  Milly!"  she  cried,  "say  dem  again." 
I  repeated  what  I  had  told  her,  making  the  fact  still  more 
emphatic ;   and  as  I  did  so,  her  sullen  black  face  brightened, 


192  ENGLISH  FOR  BUSINESS 

she  darted  to  her  child,  and  throwing  it  shoulder  high, 
shrieked  hysterically,  "Tamar,  you'se  free!  You'se  free, 
Tamar!" 

Amelia  E.  Barr:  All  the  Days  of  My  Life. 

2.  Heinemann,  the  European  publisher,  once  noticed 
two  peddlers  standing  side  by  side,  selling  toy  dolls.  One 
of  them  had  a  queer,  fat-faced  doll,  which  he  was  pushing 
into  the  faces  of  the  passers-by,  giving  it  the  name  of  a  well- 
known  woman  reformer,  then  prominently  before  the  pub- 
lic. His  dolls  were  selling  rapidly,  while  the  man  beside 
him,  who  had  a  really  more  attractive  doll,  was  doing  com- 
paratively httle  business.  A  thought  occurred  to  Heine- 
mann, and  he  tried  an  experiment.  Calling  the  second 
peddler  to  one  side,  "My  friend,"  he  said,  "do  you  want  to 
know  how  to  sell  twice  as  many  of  these  dolls  as  you  are 
selling  now?  Hold  them  up  in  pairs,  two  together  in  each 
hand,  and  cry  them  as  'The  Heavenly  Twins.'"  The  toy 
vender  somewhat  grudgingly  followed  his  advice.  It  was 
at  a  time  when  Sarah  Grand's  famous  novel  was  at  the 
heigiit  of  its  popularity,  and  the  title  of  the  book  was  on 
every  one's  tongue.  Perhaps  it  was  merely  another  case 
of  good  luck,  but  the  Heavenly  Twins  dolls  were  an  instan- 
taneous success,  and  within  one  hour  the  vender  of  the 
woman  reformer  dolls  gave  up  the  fight,  acknowledged  him- 
self beaten,  and  moved  five  blocks  down  the  street  to  escape 
the  ruinous  competition. 

LoRiN  F.  Deland:  Imagination  in  Business. 

Exercise  97.  — Written 

1.   Read  II  Samuel  18,  verses  19-33. 

Make  a  narrative  paragraph  of  this  incident  by 
writing  a  single  sentence  on  each  of  the  following 
topics.  Be  sure  that  each  sentence  points  toward 
the  climax. 


KINDS  OF  PARAGRAPHS  193 

David  sitting  at  the  tower  wall;  the  watchman  on  the 
tower;  the  approach  of  the  first  messenger,  who  stirs  the 
king  by  his  message;  the  approach  and  tidings  of  the  second 
messenger;  the  lament  of  David. 

2.  Rewrite  the  preceding  paragraph.  Enrich  it 
by  additional  sentences  wherever  in  your  judgment 
a  topic  allows  elaboration.  Throughout,  keep  in 
mind  the  ideas  of  unity,  coherence,  mass,  and  ap- 
proaching climax. 

3.  Write  a  narrative  paragraph  on  King  Saul's  visit 
to  the  Witch  of  Endor  (I  Samuel  28,  verses  7-25),  after 
having  determined  on  the  incident  and  its  climax. 

4.  Recall  or  imagine  a  visit  to  a  fortune  teller. 
Having  your  fortune  told  is  the  incident.  Select  the 
most  exciting  and  mysterious  moment  of  the  experi- 
ence for  the  climax.  Write  a  narrative  paragraph  on 
the  subject,  aiming  for  a  variety  of  connectives  in 
its  development. 

5.  Use  each  of  the  following  sentences  as  the  cli- 
max, or  highest  point  of  a  narrative  paragraph.  Be 
sure  to  decide  upon  an  incident  that  could  produce 
each  climax  and  give  an  orderly  arrangement  of  the 
occurrences  leading  to  this  highest  point  of  interest. 
Write  the  paragraph. 

1.  The  machine  hung  for  one  horrible  instant  at  the  edge 
of  the  cliff  —  and  then  shot  madly  over  it. 

2.  The  child  saw  where  her  doll  had  fallen;  without  a 
single  thought  of  danger,  she  rushed  after  it  into  the  shooting 
flames. 

3.  Not  until  then  did  the  full  truth  dawn  upon  the  pas- 
sengers —  the  ship  was  foundering. 

4.  Grimy,  perspiring,  spattered  with  mud,  hardly  looking 
the  hero,  he  was  the  hero;  every  one  was  shouting  his  name. 


194  ENGLISH  FOR  BUSINESS 

Exercise  98.  — Oral 

With  five  minutes  for  preparation  give  orally  a 
narrative  paragraph  on  any  of  the  preceding  inci- 
dents. Let  the  other  members  of  the  class  determine 
the  value  of  the  use  of  the  material  in  relation  to  the 
highest  point  of  the  paragraph.  The  delivery  should 
be  criticized  with  regard  to  modulations  of  the  voice, 
intensity  of  interest,  smoothness,  variety  in  sentence 
length,  and  in  sentence  openings. 

Exercise  99.— Written 

1.  Develop  any  two  of  the  following  assignments 
into  narrative  paragraphs  that  might  be  incorporated 
in  letters  from  an  agent  to  his  house. 

1.  An  experience  with  an  irate  customer. 

2.  An  attempt  to  interview  a  man  difficult  of  access. 

3.  A  failure  to  find  a  man  at  a  given  place  and  at  a 
given  time. 

4.  An  experience  with  a  cook  recommended  by  an  em- 
ployment agency. 

5.  A  mishap  due  to  the  late  arrival  of  baggage  containing 
samples. 

2.  Imagine  the  total  experience  of  which  any  one 
of  the  foregoing  is  an  incident.  Write  the  complete 
letter.  (See  Chapter  XIII  for  the  letter  form.) 

3.  Write  a  series  of  narrative  paragraphs  on  one 
or  more  of  the  following  subjects.  Remember  that 
in  this  exercise  the  paragraphs  must  ascend  in  interest 
until  the  chmax  of  the  story  is  reached.  (Read  in 
preparation  the  model  narrative  and  narrative 
outhne  in  Appendix  B.)     Plan   the   narrative.     In 


KINDS  OF  PARAGRAPHS  195 

revising,  apply  the  test  questions  accompanying  this 
exercise. 

1.  An  experience  at  the  circus. 

2.  An  accident  at  the  automobile  races. 

3.  A  minute  late. 

4.  What  I  really  got  at  the  auction. 

5.  My  first  night  with  our  new  dog. 

6.  An  experience  which  resulted  from  the  wrong  address- 
ing of  a  letter. 

7.  Learning  to  run  an  automobile. 

8.  The  outcome  of  an  interview  with  the  proprietor  of  a 
large  5  and  10  cent  store  in  which  you  have  been  trying  to 
install  a  number  of  cash  registers. 

9.  You  are  director  of  a  mining  camp.  Write  a  letter  to 
the  superintendent,  who  happens  to  be  away  on  business, 
giving  the  cause,  the  happening,  and  the  outcome  of  a  feud 
among  a  gang  of  men  under  your  charge. 

10.  You  were  on  a  street  car  at  the  time  of  an  accident 
and  are  asked  by  the  vice-president  of  the  road  to  state 
your  version  of  the  affair.    Give  the  details. 

Questions  for  the  student  to  ask  himself  after  writ- 
ing a  simple  narrative.  (The  student  should  be  able 
to  answer  each  question  in  the  affirmative,  if  his  work 
is  acceptable.) 

I.    Purpose : 

A.  Have  I  a  distinct  purpose? 

B.  Does   every   event   in    my   narrative    aid    my 

purpose? 

11.  Introduction: 

A.  Do  I  need  one?     (Remember  an  introduction  is 

not  always  necessary.) 

B.  Does  it  bring  out  only  those  ideas  which  are 

necessary  for  an  understanding  of  the  plot? 


196  ENGLISH  FOR  BUSINESS 

III.  Events  leading  to  the  climax: 

A.  Do  they  move  smoothly  toward  the  climax? 

B.  Do  they  increase  in  interest  from  the  opening 

of  the  story  until  the  climax  is  reached? 

C.  Does  each  event  look  forward  to  the  climax? 

IV.  The  climax: 

A.  Is  it  a  natural   outgrowth   of  what  has  come 

before? 

B.  Is  it  placed  well  toward  the  end  of  the  story? 

C.  Does  it  reflect  the  purpose  of  the  story? 

V.   Events  after  the  climax: 

A.  Are  they  necessary?     (Remember  they  are  not 

always  needed.) 

B.  Are  they  briefly  told? 

VI.   Setting: 

A.  Is  it  brief? 

B.  Is  it  vivid? 

C    Is  it  consistent  with  the  purpose-idea? 
D.'  Does  it  have  a  vital  part  in  the  development  of 
character  or  action? 

VII.    Characters: 

Do  they  act  and  speak  as  they  would  in  actual  life? 

VIII.   Revision: 

A.  Have  I  read  my  story  aloud? 

B.  Have  I  attended  to  matters  of   speUing,  pen- 

manship, punctuation,  and  margins? 

3.  The  Newspaper  Narrative  Paragraph.  —  A 
newspaper  writer  employs  a  radically  different  plan 
in   constructing   a  narrative  paragraph.    Instead 


KINDS  OF  PARAGRAPHS  197 

of  trying  to  intensify  the  interest  as  he  progresses 
in  his  story,  he  aims  to  state  in  a  striking  manner 
the  most  exciting  event  or  events  first.  From 
these  he  works  toward  the  results,  the  causes,  and 
the  other  details  that  must  be  given  in  order  to 
make  the  chmax  clear. 

Exercise  100.  —  Oral  and  Written 

1.  Read  the  following  news  story. 

AEROPLANES  CRASH 

Son  of  Theophile  Delcasse  Has  His  Leg 
Fractured. 

Paris,  Nov.  iU.  —  An  aeroplane  collision  in  midair 
yesterday  imperiled  the  lives  of  the  son  of  Theophile 
Delcasse,  French  minister  of  marine,  and  two  avia- 
tors at  Villacoiiblay,  near  Paris.  Young  Delcasse 
was  making  a  flight  as  a  passenger  on  board  a  mono- 
plane piloted  by  Georges  CoUardeau,  when  another 
machine  ascended  and  the  two  aeroplanes  started 
maneuvering  around  the  aerodrome.  The  false 
movement  of  a  lever  caused  them  to  come  violently 
into  collision,  and  the  two  wrecked  machines  inter- 
locked and  crashed  to  earth.  One  of  young  Del- 
casse's  legs  was  fractured  and  CoUardeau  was  badly 
bruised,  while  the  pilot  of  the  other  aeroplane  was 
very  seriously  injured,  probably  fatally.  The  col- 
lision occurred  at  a  low  altitude. 

2.  Outline  the  paragraph.  Account  for  the  order 
of  events.  What  advantage  does  this  plan  have  for 
the  writer's  purpose.^  What  is  the  use  of  the  head- 
lines?   What  relation  do  they  bear  to  the  climax? 

3.  Select  from  your  daily  newspaper  a  one-para- 
graph narrative  article.  Reproduce  this  incident  in 
writing,  first  in  literary  style  ;  then  in  newspaper 
style. 


198  ENGLISH  FOR  BUSINESS 

4.  Plan  and  write  for  any  one  of  the  following  sets 
of  headlines  a  suitable  news  paragraph. 

1.  20  DAYS  AT  STORM'S  MERCY 

Schooner  Hight,  with  Exhausted  Crew,  Towed 
into  New  London. 

New  London,  Conn.,  Jan.  9.  — 

2.  ICE  BREAKS,  TWO  DROWN 

Two  Others  of  Middletown  Skating  Party 
Reach  Shore  Safely. 

Middletown,  N.  Y.,  Jan.  4.  — 

3.  $25,000  NECKLACE  IN  SNOW 

Baroness  de  Forest  Recovers  it  After 
Giving  Up  Hope  of  Regaining  It. 

Geneva,  Jan.  9.  — 

4.  NEAR  DEATH  IN  SOUTH  BAY 

Hunting  Party  Caught  in  Friday's  Gale 
Forced  by  the  Wind  to  Anchor. 

Babylon,  L.  I.,  Sept.  8.  — 

5.  Change  the  narrative  paragraphs  deahng  with 
the  freeing  of  the  slave  and  the  doll  peddler  into  news 
paragraphs.    (See  pages  191, 192.) 

6.  Read  the  following  newspaper  paragraph.  What 
is  the  climax.^  WTiere  is  it  placed?  What  facts  are 
given  bearing  on  the  climax.^  What  is  the  purpose  of 
the  headlines.^  From  what  part  of  the  paragraph  are 
they  taken  .^ 


KINDS  OF  PARAGRAPHS  199 

A  VENICE-TRIESTE  FLIGHT 
SEA    CROSSED    AND    RECROSSED 

Georges  Chemet,  Frenchman,  and  Maj. 

Ginnochio,  Italian,  Received 

Enthusiastically, 

A  remarkable  flight  in  a  hydroaeroplane  across 
the  Adriatic  sea  from  Venice  to  Trieste  and  back 
again  to  Venice  was  carried  out  yesterday  by  the 
French  aviator,  Georges  Chemet.  He  took  with  him 
as  a  passenger  Maj.  Ginnochio  of  the  Itahan  army. 
The  total  distance  of  the  flight  was  256  kilometers 
(about  159  miles).  On  the  return  voyage  from  the 
Austrian  to  the  Italian  coast,  trouble  with  the 
motor  of  the  hydroaeroplane  obhged  Chemet  to 
descend  to  the  surface  of  the  sea  when  25  miles  away 
from  the  shore.  The  daring  aviator  succeeded  in  re- 
pairing his  motor  while  floating  on  a  slightly  rough 
sea.  He  then  reascended  and  terminated  the  trip  to 
Venice  at  a  speed  of  75  miles  an  hour.  Chemet 
and  his  companion  were  enthusiastically  greeted 
when  they  descended  at  Venice. 

7.   Write  narrative  news  paragraphs  upon  the  fol- 
lowing subjects. 

Preliminary  Questions: 

A.  What  is  the  climax? 

B.  What  facts  must  I  give  showing  the  cause  and 
results  of  the  event  expressed  in  the  climax? 

C.  What  headlines  will  best  suit  my  chmax? 

1.  A  barn  is  struck  by  lightning. 

2.  A  wild  cat  surprises  a  party  of  campers. 

3.  The  old  Academy  of  Music  is  to  be  sold  at  auction. 

4.  A  ship  bearing  a  cargo  of  molasses  is  wrecked  off  the 
coast  of  Fire  Island. 

5.  The   Old    Gold    Automobile    Company   has    become 
bankrupt. 


200  ENGLISH  FOR  BUSINESS 

4.  The  Descriptive  Paragraph. —  A  descriptive 
paragraph  presents  one  definite  impression  of  a 
person,  thing,  or  place.  This  unified  impression 
results  from  the  writer's  singleness  of  purpose.  He 
chooses  only  such  particular  and  general  qualities 
as  contribute  to  the  one  main  impression.  All 
other  quahties,  though  of  interest  in  themselves 
or  in  the  development  of  a  different  effect,  are 
rejected.  In  the  arrangement  of  his  material,  the 
writer  must  always  bear  in  mind  the  emphasis 
desired  and  the  positions  for  securing  such  empha- 
sis in  the  paragraph.  Any  change  in  the  point  of 
view  must  be  definitely  stated. 

Exercise  101.  — Oral  and  Written 

1.  Read  the  following  descriptive  paragraphs. 
What  is  the  writer's  purpose  in  each.^  Make  a  list 
of  the  topics  selected  to  develop  this  purpose.  De- 
termine upon  the  method  of  arrangement  of  material 
(that  is,  whether  it  moves  from  the  general  to  the 
particular,  or  from  the  particular  to  the  general,  or 
merely  gives  particulars,  etc.).  Discuss  the  values 
of  the  various  methods  of  arrangement  and  of  the 
choice  of  words. 

Re-read  pages  123-129. 

1.  It  happened  to  be  market  day  in  Perugia.  The 
great  square,  therefore,  presented  a  far  more  vivacious 
spectacle  than  would  have  been  witnessed  in  it  at  any  other 
time  of  the  week,  though  not  so  lively  as  to  overcome  the 
gray  solemnity  of  the  architectural  portion  of  the  scene.  In 
the  shadow  of  the  cathedral  and  other  old  Gothic  structures 
—  seeking  shelter  from  the  sunshine  that  fell  across  the  rest 
of  the  piazza  —  was  a  crowd  of  people  engaged  as  buyers  or 


KINDS  OF  PARAGRAPHS  201 

sellers  in  the  petty  traffic  of  a  country-fair.  Dealers  had 
erected  booths  and  stalls  on  the  pavement,  and  overspread 
them  with  scanty  awnings,  beneath  which  they  stood,  vocif- 
erously crying  their  merchandise;  such  as  shoes,  hats  and 
caps,  yarn  stockings,  cheap  jewelry  and  cutlery,  books, 
chiefly  little  volumes  of  a  religious  character,  and  a  few 
French  novels;  toys,  tin-ware,  old  iron,  cloth,  rosaries  of 
beads,  crucifixes,  cakes,  biscuits,  sugeirplums,  and  innumer- 
able httle  odds  and  ends,  which  we  see  no  object  in  adver- 
tising. Baskets  of  grapes,  figs,  and  pears  stood  on  the 
ground.  Donkeys  bearing  panniers  stuffed  out  with  kitchen 
vegetables,  and  requiring  an  ample  roadway,  roughly  shoul- 
dered aside  the  throng.  Crowded  as  the  square  was,  a 
juggler  found  room  to  spread  out  a  white  cloth  upon  the 
pavement,  £ind  cover  it  with  cups,  balls,  cards  —  the  whole 
material  of  his  magic,  in  short  —  wherewith  he  proceeded 
to  work  miracles  under  the  noonday  sun.  An  organ-grinder 
at  one  point,  and  a  clarion  and  a  flute  at  another,  accom- 
plished what  they  could  toward  fiUing  the  wide  space  with 
tuneful  noise.  Their  smaU  uproar,  however,  was  nearly 
drowned  by  the  multitudinous  voices  of  the  people,  bargain- 
ing, quarreUng,  laughing,  and  babbhng  copiously  at  ran- 
dom; for  the  briskness  of  the  mountain  atmosphere,  or 
some  other  cause,  made  everybody  so  loquacious  that  more 
words  were  wasted  in  Perugia  on  this  one  market  day,  than 
the  noisiest  piazza  of  Rome  could  utter  in  a  month. 

Nathaniel  Hawthorne:  The  Marble  Faun. 

2.  Here  is  the  throbbing  pulse  of  the  city  bared  and 
visible.  Night  is  over;  with  rapidly  increasing  frequency 
the  flashing  drops  of  light  indicate  that  the  activity  of  day 
has  begun.  Every  action  must  be  expressed  in  words,  and, 
bared  and  concentrated,  that  word-current  of  the  city  rises 
like  a  gathering  wave.  From  ten  in  the  morning  to  five 
minutes  after,  the  tide  is  at  the  flood.    The  flicker  of  lights 


202  ENGLISH  FOR  BUSINESS 

is  dazzling;  the  girls'  hands  race  dizzily  behind  their  flash- 
ing summons.  Business  is  at  its  height.  But  here  on  another 
row  of  panels  the  occasional  flash  of  Hghts  offers  a  curious 
contrast:  this  is  a  peuiel  for  a  part  of  the  residence  district; 
from  seven  to  eight  in  the  evening  its  Ughts  wiU  glow  with 
activity.  Then  business  is  over  and  the  downtown  panels 
wiU  be  darkened.  Here  is  a  visual  shifting  of  scene  and 
interest.  Work  over,  the  social  engagements  are  made,  and 
business  is  forgotten.  There  is  a  friendly  gossiping  along 
the  wires. 

Night  has  come,  and  a  dozen  girls  watch  the  long,  de- 
serted boards.  Like  the  occasional  glimmer  of  a  cab  lamp 
late  upon  the  street,  the  signals,  one  by  one,  flash  and  are 
gone.  The  world  is  fast  asleep.  Far  down  at  the  end  of 
the  panel  a  signal  brightens.  "  Number  please.^" — "Pohce!" 
It  was  a  woman's  voice.  From  the  card  index  "Central" 
picks  out  the  street  address  which  corresponds  to  the  num- 
ber, and  the  nearest  station  is  advised  of  the  caU.  Had  the 
woman  no  time  to  finish  her  message?  There  is  another 
light  burning  on  the  panel.  Already  she  is  forgotten  and 
the  slim  hands  are  making  another  connection.  PoHce  or 
doctor,  —  the  night  calls  are  laden  with  portent. 

Joseph  Husband:  Telephone. 

3.  Commerce,  travel,  traffic,  seem  to  proclaim  them- 
selves from  every  craft  that  floats  in  the  harbor  and  from  aU 
the  docks  along  the  shores.  The  impulsive  ferryboats, 
carrying  their  thousands  of  commuters  to  or  from  New 
Jersey,  keep  darting  back  and  forth  from  their  slips,  im- 
pudently chaUenging  our  great  liner  with  short,  hoarse 
whistles  that  indicate  they  mean  to  cross  our  bows.  They 
have  to  "make  a  train"  and  are  not  to  be  stopped.  Long 
scows  loaded  with  freight-cars  are  being  shoved  and  pushed 
around  the  Battery  and  up  to  Mott  Haven,  where  the  cars 
are  transferred  to  New  England  railway  tracks;  pile  drivers 


KINDS  OF  PARAGRAPHS  203 

in  tow  go  staggering  up  the  river  to  the  new  docks  in  proc- 
ess of  building;  great  strings  of  canal  boats,  half  a  dozen 
long  and  three  abreast,  are  traihng  away  toward  Raritan 
Bay;  coal  barges  in  squadrons  keep  filing  past.  Everything 
is  moving  in  the  interest  of  commerce. 

John  C.  Van  Dyke:  The  New  New  York. 

2.  Write  a  descriptive  paragraph  about  a  farm. 
Before  writing,  make  an  outline  from  the  following 
suggestions. 

Purpose:  to  show  its  prosperous  condition.  Near  a 
river;  diversified  surface;  house  on  a  knoll;  barn  large, 
roomy,  clean;  cattle,  sheep,  and  horses  in  the  pastures; 
broad  fields  of  grain;  general  impression  of  the  whole. 

3.  Make  a  list  of  the  essential  characteristics  needed 
for  a  descriptive  paragraph  on  any  three  of  the  follow- 
ing subjects.  Decide  beforehand  on  the  best  arrange- 
ment of  the  selected  qualities. 

1.  Our  Commencement.  Purpose:  to  picture  the  beauty, 
the  happiness,  and  the  dignity  of  the  scene. 

2.  The  Rag  Man.  Purpose:  to  picture  him  at  the  close 
of  his  day's  work. 

3.  The  Preparation  for  the  Race.  Purpose :  to  show  the 
tense  excitement  of  the  various  contestants. 

4.  An  Old  Engine.  Purpose:  to  show  why,  though  it  is 
no  longer  in  service,  the  old  railroadmen  call  it  "the  queen 
of  the  roundhouse." 

5.  A  Raw,  Foggy  Day.  Purpose:  to  show  how  it  seems 
to  aifect  every  one  and  give  a  strange  vague  impression  to 
everything. 

4.  Having  decided  upon  a  purpose,  the  details  to 
develop  the  purpose,  and  the  arrangement  of  them, 


204  ENGLISH  FOR  BUSINESS 

develop  each  of  the  following  sentences  into  a  de- 
scriptive paragraph. 

1.  The  old  horse  looked  as  if  it  belonged  to  no  one. 

2.  The  auction  room  was  crowded  with  a  curious  assembly 
of  people. 

3.  Towards  daybreak,  the  sleet  storm  increased  in  fury. 

4.  He  was  a  tramp  dog,  but  an  unusual  tramp  dog, 
understand! 

5.  The  East  River  presents  an  inspiring  sight  when 
viewed  from  Brooklyn  Bridge. 

5.  Write  a  series  of  descriptive  paragraphs  on  one 
of  the  following  subjects.  Decide  upon  the  purpose 
of  each  paragraph,  its  relation  to  its  neighbors,  and 
the  selection  and  arrangement  of  the  material.  (See 
model  descriptive  outline,  Appendix  B.)  Revise 
your  composition  according  to  the  subjoined  revision 
questions. 

1.  A  country  store. 

2.  A  barber  shop,  Saturday  night. 

3.  Impressions  of  an  automobile. 

4.  A  scene  at  the  station. 

5.  Your  typewriting  room  during  a  practice  period. 

6.  Your  student  bank. 

7.  A  model  business  office. 

8.  A  cashier's  desk  in  a  large  department  store. 

9.  The  emptying  of  a  factory  at  night. 
10.  A  business  street  at  noon  and  at  night. 

Questions  for  the  student  to  ask  himself  after  writing 
a  description. 
I.   Purpose  and  Plan: 

A.  Have  I  singleness  of  aim?   What  is  my  purpose? 

B.  Have  I  arranged  my  topics  to  bring  out  my  pur- 

pose-idea? 


KINDS  OF  PARAGRAPHS  205 

C,  Have  I  arranged  my  material  according  to  that 
method  which  best  subserves  my  purpose;  i.e., 
have  I  followed  one  of  the  following  plans? 

1.  General  topics  and  then  particulars 

2.  Particulars  and  then  general  summary  or  state- 

ment of  impression 

3.  General   topics,   particulars,  and  then  general 

impression 

4.  General  topics  only 

5.  Particulars  only 

II.   Development  of  Purpose  and  Plan: 

A.  Have  I  read  my  composition  aloud? 

B.  Are   the    points  which   are  to  be  brought  out, 

closely  connected? 

C.  Is  a  unified^  vivid  impression  created  by  a  skillful 

choice  of  words  ? 

D.  Have  I  indicated  every  change  in  my  point   of 

view;  i.e.,  have  I  made  it  clear  to  my  reader 
whenever  I  have  changed  my  view  of  the  object, 
person,  or  scene  I  am  describing? 

III.    Form: 

A.  Is  this  my  best  penmanship? 

B.  Have  I  looked  up  the  spelhng  of  every  doubtful 

word? 
C  Have  I  kept  my  margins,  and  have  I  indorsed  my 
paper? 

5.  The  Expository  Paragraph.  —  In  the  exposi- 
tory paragraph  the  writer's  main  purpose  is  to 
explain  a  fact  or  an  idea.  Clearness,  above  all, 
must  be  secured.  More  than  ever  the  writer  must 
exercise  care  in  the  selection  and  arrangement  of 
his  material.    He  must  make  sure  that  the  purpose 


206  ENGLISH  FOR  BUSINESS 

of  each  paragraph  is  not  too  broad  in  its  scope  and 
that  every  detail  introduced  brings  out  that  pur- 
pose in  a  clear,  exact  manner.  He  must  be  very 
particular  in  the  choice  of  his  words,  for  accuracy 
means  everything  in  the  giving  of  information. 
The  sentences  must  be  so  arranged  that  their  close 
connection  and  logical  development  shall  be  un- 
mistakable. 

Great  care  must  be  used  to  make  sure  that  the 
subject  of  an  expository  paragraph  is  sufficiently 
limited  to  secure  adequate  treatment.  If  the  sub- 
ject is  too  broad,  it  will  fail  to  meet  the  purpose 
of  the  paragraph  with  clearness  and  precision.  Do 
not  try  to  pour  a  gallon  into  a  quart  bottle. 

Exercise  102.  —  Oral 

State  the  purpose  of  each  of  the  following  para- 
graphs. Mention  its  subject.  What  sentence  ex- 
presses the  subject  and  in  what  part  of  the  paragraph 
is  it  stated?  What  relation  has  the  rest  of  the  para- 
graph to  this  fact.^ 

1.  Now,  I  have  gone  as  far  as  I  can  without  dividing  a 
sale  into  its  four  severable  parts.  This  division  is  imperative 
to  an  intelligent  consideration  of  the  subject  of  salesman- 
ship. It  is  even  more  important  to  the  actual  making  of  a 
sale.  The  projection  of  your  mind  to  a  successful  meeting 
with  another  human  mind  requires  the  accomplishment  of 
four  distinct  steps  with  your  auditor.  First,  you  must  gain 
his  undivided  attention.  Second,  you  must  arouse  his  defi- 
nite interest.  Third,  you  must  create  an  unqualified  beUef 
in  and  accord  with  your  statements.     Fourth,  when  you 


KINDS  OF  PARAGRAPHS  207 

have  removed  all  quibbles  and  doubts  from  his  mind,  you 

must  replace  them  instantly  with  an  impelling    resolution 

to  do  the  thing  you  ask. 

William  Maxwell:  Salesmanship. 

2.  But  Grant  differed  from  all  the  conquerors  of  history 
in  this:  the  moment  that  Grant  had  the  trembling  Con- 
federacy at  his  feet,  he  was  no  longer  the  soldier.  He  be- 
came transformed  into  the  patriot  and  the  statesman.  He 
knew  that  those  men  who  had  surrendered  had  to  be  citi- 
zens, and  that  this  was  to  be  our  common  country.  He  knew 
that  no  RepubUc  could  govern  conquered  provinces.  He 
said,  "Go  back  to  your  homes,  cultivate  crops,  create  manu- 
factures, develop  commerce,  help  us  to  make  this  the  great- 
est nation  on  earth." 

Chauncey  M.  Depew:  The  Legacy  of  Grant. 

3.  There  were  many  points  of  similarity  in  the  lives  and 
fortunes  of  these  great  men.  They  belonged  to  the  same 
profession,  and  had  pursued  the  study  and  its  practice,  for 
imequal  lengths  of  time,  indeed,  but  with  diligence  and 
effect.  Both  were  learned  and  able  lawyers.  They  were 
natives  and  inhabitants,  respectively,  of  those  two  of  the 
Colonies  which  at  the  Revolution  were  the  largest  and  most 
powerful,  and  which  naturally  had  a  lead  in  the  political 
affairs  of  the  times.  When  the  Colonies  became  in  some 
degree  united,  by  the  assembling  of  a  general  Congress, 
they  were  brought  to  act  together  in  its  dehberations,  not 
indeed  at  the  same  time,  but  both  at  early  periods.  Each 
had  akeady  manifested  his  attachment  to  the  cause  of  the 
country,  as  well  as  his  ability  to  maintain  it,  by  printed 
addresses,  public  speeches,  extensive  correspondence,  and 
whatever  other  mode  could  be  adopted  for  the  purpose  of 
exposing  the  encroachments  of  the  British  Parliament,  and 
animating  the  people  to  a  manly  resistance.  Both  were  not 
only  decided,  but  early,  friends  of  Independence.     While 


208  ENGLISH  FOR  BUSINESS 

others  yet  doubted,  they  were  resolved;  where  others  hesi- 
tated, they  pressed  forward.  They  were  both  members  of 
the  committee  for  preparing  the  Declaration  of  Independence, 
and  they  constituted  the  sub-committee  appointed  by  the 
other  members  to  make  the  draft.  They  left  their  seats  in 
Congress,  being  called  to  other  public  employments,  at 
periods  not  remote  from  each  other,  although  one  of  them 
returned  to  it  afterwards  for  a  short  time.  Neither  of  them 
was  of  the  assembly  of  great  men  which  formed  the  present 
constitution,  and  neither  was  at  any  time  a  member  of 
Congress  under  its  provisions.  Both  have  been  public 
ministers  abroad,  botli  Vice-Presidents,  and  both  Presidents 
of  the  United  States.  These  coincidences  are  now  singularly 
crowned  and  completed.  They  have  died  together;  and 
they  died  on  the  anniversary  of  hberty. 

*  Daniel  Webster:  Adams  andJefferson. 

4.  In  comparing  the  late  eruption  (Mt.  Vesuvius)  with 
that  of  Mont  Pelee,  one  is  struck  by  several  noteworthy 
differences.  In  the  first  place,  the  West  Indian  volcano 
threw  out  laterally  at  least  three  explosive  blasts,  which 
went  to  a  distance  of  more  than  four  miles,  and  tore  to 
pieces  everything  in  their  way.  Vesuvius  did  not  explode 
laterally  at  any  time.  In  the  second  place,  the  summit  of 
Pelee,  during  its  period  of  activity*,  was  a  center  of  profound 
meteorological  disturbances  and  there  came  down  from  it, 
at  short  intervals,  floods  of  water,  fifteen  or  twenty  feet  in 
depth,  which  seemed  to  originate  in  cloud  bursts,  and  which, 
on  the  lower  slopes  of  the  mountain,  became  destructive 
torrents  of  liquid  mud.  On  Vesuvius  there  were  no  heavy 
rains  during  the  eruption  and  there  has  been  little  aqueous 
precipitation  since.  In  the  third  place,  Pelee  threw  out  no 
lava  except  half-solid  incandescent  blocks,  while  from  fis- 
sures in  the  southern  side  of  Vesuvius  molten  rocks  flowed 
to  a  distance  of  two  or  three  miles. 

George  Kennan:  The  Outlook. 


KINDS  OF  PARAGRAPHS  209 

5.  There  is  no  branch  of  science  so  closely  associated 
with  our  immediate  wants  and  enjoyments  as  that  of  Geol- 
ogy. In  our  daily  walks  we  tread  with  heedless  step  upon 
the  apparently  uninteresting  objects  of  which  it  treats; 
but  could  we  rightly  interrogate  the  rounded  pebble  in  our 
path,  it  would  tell  us  of  the  convulsions  by  which  it  was 
wrenched  from  its  parent  rock,  and  of  the  floods  by  which 
it  was  abraded  and  placed  beneath  our  feet.  In  our  visits 
to  the  picturesque  and  the  sublime,  we  come  into  still  closer 
proximity  to  geological  truths.  In  the  precipices  which 
defend  our  rock-girt  Isle  and  flank  our  mountain  glens, 
and  in  the  shapeless  fragments  at  their  base  which  the  lichen 
colors  and  round  which  the  ivy  twines,  we  see  the  remnants 
of  uplifted  and  shattered  strata  which  once  peacefuUy  re- 
posed at  the  bottom  of  the  ocean.  Nor  does  the  rugged  or 
the  rounded  boulder  give  a  less  articulate  response  from  its 
lair  of  sand  or  its  grave  of  clay.  Floated  by  ice  from  some 
alpine  summit,  or  hurried  along  in  torrents  of  mud  or  of 
water,  it  may  have  traversed  a  quarter  of  the  globe,  amid  the 
crash  of  faUing  forests  and  the  death  shrieks  of  the  animals 
which  they  lodged.  The  mountain  range,  too,  with  its 
catacombs  beneath,  edong  which  the  earthquake  transmits 
its  terrific  sounds,  reminds  us  of  the  mighty  powers  by  which 
it  was  upheaved,  while  the  lofty  peak  with  its  cap  of  ice  or 
its  nostrils  of  fire  reveals  the  tremendous  agencies  which 
have  been  struggling  beneath  us. 

Sir  David  Brewster:  More  Worlds  Than  One. 

Exercise  103.  —  Oral  and  Written 

1.  After  having  made  outlines  for  elaborating  the 
following  thoughts,  write  the  paragraphs.  Be  sure 
that  (a)  each  sentence  of  the  paragraph  deals  with 
the  thought  of  the  subject,  (b)  a  close  relation  exists 
among  the  sentences,  (c)  their  arrangement  is  based 


210  ENGLISH  FOR  BUSINESS 

upon  logical  development,  and  (d)  the  whole  gives 
an  effect  of  clearness. 

1.  The  life  of  a  traveling  salesman  is  filled  with  many 
hardships. 

Expand  or  explain  this  thought  by  giving  examples 
illustrating  these  hardships. 

2.  In  several  ways,  the  life  of  a  drummer  is  like  that  of 
an  actor. 

Expand  and  explain  by  pointing  out  in  what  respects 
the  Kves  of  the  two  seem  similar. 

3.  A  promissory  note  is . 

Complete  the  thought  by  means  of  definition. 

4.  What  a  business  man  engaged  in  manufacturing  else- 
where should  see  in  our  town. 

Indicate  the  points  of  interest  in  the  order  of  im- 
portance. 

2.  Some  of  the  foregoing  exercises  have  illustrated 
the  various  means  of  accomplishing  exposition,  such 
as  the  use  of  examples;  definition;  comparison  or 
contrast;  repeating  the  basic  thought  in  simpler  or 
clearer  language;  giving  specific  information  or  di- 
rections; enumeration.  Decide  which  of  these  means 
is  used  in  each  paragraph  under  the  former  oral 
exercises. 

3.  What  means  for  developing  the  following  sub- 
jects seem  to  you  most  appropriate.^ 

1.  Basketball  and  football  are  alike  in  several  respects. 

2.  There  are  many  ways  in  which  a  boy  can  be  helpful 
to  his  mother  around  the  house. 

3.  Good  spelling  is  especially  important  in  business  fife. 

4.  Penmanship  is  still  of  importance  in  the  business 
world. 


KINDS  OF  PARAGRAPHS  211 

5.  The  telephone  is  a  time-saving  invention. 

6.  Climate  depends  on  several  conditions. 

7.  A  stethoscope. 

8.  How  to  pack  china  for  shipping. 

9.  The  parts  of  a  baseball  diamond. 

10.  The  differences  between  telephoning  and  telegraphing. 

4.  With  purpose,  selection,  and  arrangement  in 
mind,  write  at  least  three  paragraphs,  each  based  on 
one  of  the  foregoing  suggestions. 


Exercise  104.  —  Oral  and  Written 

Paragraphs  in  a  series.  —  Prepare  written  outlines 
for  oral  expositions  on  two  of  the  following  topics. 
Develop  these  plans  into  oral  compositions.  When 
you  have  thus  objectified  your  thought,  write  these 
compositions.  (See  model  expository  outline,  Ap- 
pendix B.)  Revise  your  compositions  according  to 
the  subjoined  revision  questions. 

1.  How  to  fit  a  schoolroom  with  electric  bells. 

2.  How  the  game  of  baseball  is  played. 

3.  The  duties  of  a  bank  cashier. 

4.  Filling  mail-orders  in  a  large  business. 

5.  Causes  of  panics.    , 

6.  The  work  of  a  buyer  of  millinery  in  a  department 
store. 

7.  The  effect  of  the  automobile  upon  the  livery  business. 

8.  The  commercial  advantages  of  acetylene  gas. 

9.  The  duties  of  a  floorwalker. 

10.  The  work  of  the  auditing  department  in  a  large 
retail  store. 

11.  A  contrast  between  tropical  and  temperate  countries 
in  respect  to  produce. 


212  ENGLISH  FOR  BUSINESS 

12.  Advantages  in  business  of  the  automobile-truck  over 
the  horse-drawn  vehicle. 

13.  The  great  political  parties  in  the  United  States  to-day. 

14.  The  purpose  and  value  of  clearance  sales. 

15.  The  advantages  of  the  C.  0.  D.  principle  in  business. 

16.  Ignition  devices  in  automobile  construction. 

17.  Conomercial  patterns  in  dressmaking. 

18.  Method  of  cutting  and  making  undergarments. 

19.  The  evolution  of  hats. 

20.  The  method  of  making  a  hat  frame. 

21.  Exercise  and  its  relation  to  digestion. 

22.  Worry  and  its  effect  upon  digestion. 

23.  The  importance  of  system  in  business. 

24.  The  analysis  of  solutions  for  metals. 

25.  The  importance  of  correct  speech  in  business  trans- 
actions. 

26.  The  uses  of  the  dictograph  in  business  offices. 

27.  The  principle  and  the  uses  of  the  mimeograph. 

28.  The  need  of  enthusiasm  in  business. 

29.  The  uses  of  the  protectograph. 

30.  Pittsburg  and  the  iron  industry. 

31.  Methods  of  conducting  business  in  medieval  markets. 

32.  Inventors  and  inventions  of  the  Renaissance. 

33.  Gutenberg  and  his  press. 

34.  Early  block  printing. 

35.  Color  printing  in  magazines  to-day. 

36.  Reasons  for  the  financial  success  of  the  Erie  Canal. 

37.  The  effect  of  the  Civil  War  upon  the  cotton  industry 
in  England. 

38.  Alexander  Hamilton,  the  organizer  of  our  national 
finances. 

39.  The  effect  of  the  automobile  upon  the  making  of 
good  roads. 

40.  The  business  advantages  to  retail  merchants  whose 
stores  are  located  on  automobile  highways. 


KINDS  OF  PARAGRAPHS  213 

Questions  for  the  student  to  ask  himself  after  writing 
an  exposition. 
I.  Purpose: 

A.  What  is  my  purpose? 

B.  Have  I  clearly  stated  it  in  my  outline? 

C.  Have  I  kept  to  it;  i.e.,  have  I  selected  material  with 

my  purpose  constantly  in  mind? 

D.  Have  I  arranged  my  material  so  as  to  bring  out 

my  purpose  in  the  most  effective  manner  possible? 

II.  Plan  and  technical  development  of  plan: 

A.  Have  I   need  of  an   introduction?    If  so,  does  it 

contain  a  few  general  points  necessary  to  the  un- 
derstanding of  my  exposition?  Does  it  lead  natu- 
rally to  the  discussion? 

B.  Have   I  paragraphed  according  to  my  plan?     Are 

my  paragraphs  closely  related?  unified?  Is  the 
topic  sentence  of  each  paragraph  placed  so  as  to 
guide  the  reader  in  an  understanding  of  my 
purpose? 

C.  Is  there  variety  in 

sentence  beginning? 
sentence  length? 
sentence  structure? 

D.  Are  my  words  used  with  precision?     Are  technical 

terms  defined? 

E.  Have  I  read  my  composition  aloud? 

F.  Is  my  title 

short? 

attractive? 

suggestive  of  the  scope  of  the  work? 

in  keeping  with  the  purpose  of  the  exposition? 

G.  Is  this  my  best  penmanship? 
Have  I  kept  the  proper  margins? 
Have  I  indorsed  my  paper? 


214  ENGLISH  FOR  BUSINESS 

6.  The  Argixmentative  Paragraph.  —  Like  the 
expository  paragraph,  the  argumentative  para- 
graph demands  clearness  as  one  of  its  prime  req- 
uisites. Its  purpose,  however,  is  not  merely  to 
inform  and  explain,  but  to  convince  and  persuade. 
The  writer  uses  facts  or  ideas  to  prove  his  point. 
His  aim  is  to  win  others  over  to  his  conclusions 
by  showing  how  every  one  of  his  assertions  has 
reasonable  grounds  for  acceptance.  In  the  open- 
ing topic  sentence,  he  usually  states  what  he 
wishes  to  prove.  Having  selected  every  detail 
which  vitally  contributes  toward  the  truth  of  his 
proposition,  he  arranges  this  material  in  its  most 
convincing  order  in  the  sentences  which  follow. 
He  reserves  the  most  telling  point  until  the  end. 
When  it  comes,  it  seems  to  clinch  all  the  preceding 
points  with  powerful  effect. 

Exercise  105.  —  Oral 

Name  the  subject  and  the  distinct  purpose  of  each 
of  the  following  paragraphs.  Briefly  reproduce  each. 
What  is  the  topic  sentence  of  each.^  What  is  its  posi- 
tion in  the  paragraph.^  What  purpose,  in  relation  to 
the  topic  sentence,  do  the  other  sentences  of  the  para- 
graph serve? 

(In  the  early  days  of  our  history,  at  the  time  when 
the  colonists  had  become  acutely  dissatisfied  and 
irritated  over  the  treatment  accorded  to  them  by  the 
home  government,  two  sets  of  opinions  prevailed  in 
England  concerning  the  course  to  be  pursued  toward 
their  rebellious  subjects  across  the  water.     One  set 


KLNDS  OF  PARAGRAPHS  215 

embodied  Force,  the  other  ConciHation.  Paragraphs 
1  and  2  are  taken  from  Edmund  Burke's  speech  before 
Parhament  on  Conciliation  with  America.) 

1.  A  further  objection  to  force  is,  that  you  impair  the 
object  by  your  very  endeavor  to  preserve  it.  The  thing  you 
fought  for  is  not  the  thing  which  you  recover;  but  depre- 
ciated, sunk,  wasted,  and  consumed  in  the  contest.  Nothing 
less  will  content  me  than  whole  America.  I  do  not  choose 
to  consume  its  strength  along  with  our  own;  because  in 
all  parts  it  is  the  British  strength  that  I  consume.  I  do 
not  choose  to  be  caught  by  a  foreign  enemy  at  the  end  of 
this  exhausting  conflict;  and  still  less  in  the  midst  of  it.  I 
may  escape;  but  I  can  make  no  insurance  against  such  an 
event.  Let  me  add  that  I  do  not  choose  wholly  to  break  the 
American  spirit;  because  it  is  the  spirit  that  has  made  the 
country. 

2.  The  last  cause  of  this  disobedient  spirit  in  the  colonies 
is  hardly  less  powerful  than  the  rest,  as  it  is  not  merely 
moral,  but  laid  deep  in  the  natural  constitution  of  things. 
Three  thousand  miles  of  ocean  lie  between  you  and  them.  No 
contrivance  can  prevent  the  effect  of  this  distance  in  weak- 
ening government.  Seas  roll  and  months  pass,  between  the 
order  and  the  execution;  and  the  want  of  a  speedy  explana- 
tion of  a  single  point  is  enough  to  defeat  the  whole  system. 
You  have,  indeed,  winged  ministers  of  vengeance,  who 
carry  your  bolts  in  their  pounces  to  the  remotest  verge  of 
the  sea.  But  there  a  power  steps  in  that  hmits  the  arro- 
gance of  raging  passions  and  furious  elements,  and  says, 
"So  far  shalt  thou  go,  and  no  farther."  Who  are  you,  that 
should  fret  and  rage  and  bite  the  chains  of  nature.^  .  .  . 
Nothing  worse  happens  to  you  than  does  to  all  nations  who 
have  extensive  empires;  and  it  happens  in  all  the  forms 
into  which  that  empire  can  be  thrown.  In  large  bodies,  the 
circulation  of  power  must  be  less  vigorous  at  the  extremities; 


216  ENGLISH  FOR  BUSINESS 

Nature  has  said  it.  The  Turk  can  not  govern  Egypt  and 
Arabia,  and  Curdistan,  as  he  governs  Thrace;  nor  has  he 
the  same  dominion  in  Crimea  and  Algiers  which  he  has  at 
Brusa  and  Smyrna.  Despotism  itself  is  obUged  to  truck 
and  huckster.  The  Sultan  gets  such  obedience  as  he  can. 
He  governs  with  a  loose  rein,  that  he  may  govern  at  all; 
and  the  whole  of  the  force  and  vigor  of  his  authority  in  his 
center  is  derived  from  a  prudent  relaxation  in  all  his  borders. 
Spain,  in  her  provinces,  is,  perhaps,  not  so  well  obeyed  as 
you  are  in  yours.  She  complies  too;  she  submits;  she 
watches  times.  This  is  the  immutable  condition,  the  eternal 
law,  of  extensive  and  detached  empire. 

3.  But,  sir,  the  gentleman  has  failed  to  maintain  his 
leading  proposition.  He  has  not  shown,  it  can  not  be  shown, 
that  the  Constitution  is  a  compact  between  State  govern- 
ments. The  Constitution  itself,  in  its  very  front,  refutes 
that  idea;  it  declares  that  it  is  ordained  and  established  by 
the  people  of  the  United  States.  So  far  from  saying  that  it  is 
established  by  the  governments  of  the  several  States,  it  does 
not  even  say  that  it  is  estabhshed  by  the  people  of  the  sev- 
eral States;  but  it  pronounces  that  it  is  estabhshed  by  the 
people  of  the  United  States  in  the  aggregate.  The  gentle- 
man says,  it  must  mean  no  more  than  the  people  of  the 
several  States.  Doubtless,  the  people  of  the  several  States, 
taken  collectively,  constitute  the  people  of  the  United  States; 
but  it  is  in  this,  their  collective  capacity;  that  is,  all  the 
people  of  the  United  States,  that  they  estabhsh  the  Consti- 
tution. So  they  declare;  and  words  can  not  be  plainer  than 
the  words  used. 

Daniel  Webster:  Refutation  of  the  Nullification  Act. 

(See  History  of  the  United  States  for  nature,  cause,  and 
outcome  of  the  Nullification  Act.) 

A  mere  assertion  does  not,  of  necessity,  convince 
another  of  its  truth.    It  must  be  supported  by  facts 


KINDS  OF  PARAGRAPHS  217 

which  lend  evidence  or  proof.  Evidence  is  of  various 
sorts,  and  its  weight  is  determined  by  the  source  from 
which  it  comes.    We  have 

Evidence  of  the  senses:   seeing,  hearing,  etc. 

Evidence  of  expert  testimony,  produced  by  those 
who  have  become  authorities  in  any  given  caUing  or 
pm"suit. 

Evidence  of  official  documents,  reports,  statistics, 
correspondence,  etc. 

Evidence  of  unofficial  correspondence,  diaries,  etc. 

Circumstantial  evidence,  gained  only  through  in- 
direct means. 

One  must  learn  to  gather  evidence  and  arrange  it  in 
the  most  telling  and  convincing  order  before  one  can 
proceed  to  argue. 

Exercise  106.  —  Gathering  Evidence 

1.  Gather  and  arrange  the  evidence  in  the  order  of 
importance  to  prove: 

1.  That  Marc  Antony  possessed  a  keen  knowledge  of 
human  nature.     Use  Julius  Caesar  as  the  source. 

2.  That  Shylock  was  "more  sinned  against  than  sinning." 
Use  Merchant  of  Venice  as  the  source. 

3.  That  Eppie  in  Silas  Marner  was  justified  in  staying 
with  her  adopted  father. 

4.  That  John  of  England  in  Ivanhoe  was  not  only 
treacherous  to  his  brother,  Richard  Coeur  de  Lion,  but 
also  treacherous  to  his  country. 

Note:  Teachers  should  improvise  like  questions  on  the 
particular  books  being  studied  in  class,  if  the  students 
happen  to  be  unfamiliar  with  those  mentioned. 


218  ENGLISH  FOR  BUSINESS 

2.  Cite  as  much  evidence  as  you  can  find,  in  the 
order  of  its  importance,  on  five  of  the  following  topics. 

1.  Why  your  school  gymnasium  should  have  a  swimming 
pool. 

2.  Why  the  school  building  should  be  surrounded  by  a 
spacious,  well-equipped  playground. 

3.  Why  final  examinations  should  be  retained  or  abolished. 

4.  Why  older  pupils  and  younger  children  should  have 
separate  recesses. 

5.  Why  dancing  should  be  a  part  of  the  physical 
culture  work. 

6.  Why  girls  ought  to  be  admitted  to  a  debating  club  to 
which  boys  alone  are  eligible  at  present. 

7.  Why  moving  pictures  may  be  of  an  educational  value. 

8.  Why  every  student  should  study  some  modern  foreign 
language. 

Exercise  107.  —  Oral  and  Written 

1.  Use  the  following  simple  statements,  needing  no 
library  investigation,  as  subjects  for  argumentative 
paragraphs.  Write  a  series  of  argumentative  para- 
graphs on  any  one  of  them.  (Consult  Appendix  B, 
for  argumentative  outline.) 

2.  Deliver  a  speech  on  at  least  one  of  them  before 
the  class. .  Let  the  class  decide  whether  you  made 
your  point;  whether  you  stated  your  proofs  clearly, 
forcefully  and  logically;  whether,  in  your  delivery,  you 
showed  spirit  and  conviction. 

1.  Pubhc  schools  should  be  closed  during  a  circus  parade. 

2.  Pupils  should  be  required  in  fair  weather  to  go  out- 
side the  building  at  recess  time. 

3.  Roller  skating  should  be  prohibited  on  the  pubHc 
streets. 


KINDS  OF  PARAGRAPHS  219 

4.  Commencement  exercises  should  be  made  simpler  and 
less  expensive. 

5.  Commercial  courses  should  be  offered  by  all  high 
schools. 

6.  The  honor  system  in  examination  is  an  excellent  prepa- 
ration for  the  normal  development  of  the  future  business 
man. 

7.  All  girls  should  be  required  to  study  domestic  science. 

8.  Sign-board  advertising  should  be  restricted  by  law. 

9.  Manual  training  should  be  required  of  all  high  school 
students. 

10.  A  taste  for  plays  worthy  of  support  should  be  devel- 
oped in  all  high  school  students,  by  means  of  a  course  in  the 
Modern  Drama. 

Questions  for  the  student  to  ask  himself  after  writing 
an  argument. 

I.   Subject  and  Proposition:. 

A.  Have  I  chosen  a  subject  within  my  grasp? 

B.  Have  I  stated  what  I  wish  to  prove  in  a  clear,  brief 

proposition? 

C.  Is  my  subject  two-sided? 

D.  Have  I  read  broadly  on  both  sides  of  my  subject? 

II.   Brief: 

A.  Have  I  used  the  best  order  to  bring  out  the  truth 

of  my  proposition? 

B.  Have  I  "cleared  the  ground";  i.e.,  have  I  prepared 

my   audience,  by   prehminary   statements,  when 
necessary,  to  understand  my  first  argument? 

C.  Have   I   chosen   for   my  first   argument   material 

which  will  hold  the  attention  of  nay  audience? 

D.  Have   I  considered  my  audience  in  selecting  all 

my  material  to  prove  my  side  of  the  proposition? 


220  ENGLISH  FOR  BUSINESS 

III.  The  Argument: 

A.  Does  it  progress  smoothly? 

B.  Is  it  direct,  convincing,  clear? 

C  Have  I  stated  each  new  argument  in  such  a 
way  that  the  reader  or  hstener  will  have  no 
difficulty  in  following  my  trend  of  thought? 

D.  Have  I  reviewed  my  points  as  I  have  pro- 
gressed? 

IV.  Form: 

A.  Paragraphing? 

B.  Spelling? 

C.  Punctuation? 

D.  Penmanship? 

Exercise  108.  —  Oral  and  Written 

What  is  the  general  purpose  of  the  following  adver- 
tisement taken  from  The  Geographical  Magazine  ? 
How  does  each  "story"  contribute  to  this  general 
purpose?  Account  for  the  order  in  which  the  adver- 
tiser has  arranged  his  "stories."  Classify  each 
"story"  according  to  its  purpose  as  narrative,  descrip- 
tive, expository,  or  argumentative.  Note  the  lack 
of  indenting.  Note  the  illustrations.  What  relation 
do  they  bear  to  the  "stories?"  How  do  they  help 
the  writer's  general  purpose? 

Dramatize  the  last  paragraph. 


LITTLE  STORIES  OF  FIRES  THAT 
DIDN'T  HAPPEN 

Bv  ELLSWORTH  BENNETT 


A  year  ago  the  McCormick  Co.  of  Balti- 
more installed  a  Grinneli  Automatic  Sprink- 
ler System.  They  were  nofafraid  of  fire^ 
they  did  it  because  the  presence  of  the 
sprinklers  would  reduce  the  fire  insurance 
rate  so  radically  as  to  bring  about  a  large 
net  saving. 

Five  months  later  some  refuse  in  a  chute 
caught  fire.  The  two  nearest  Grinneli 
sprinkler-heads  promptly  responded  to  the 
heat  and  sent  down  a  drenching  torrent  of 
water,  and  at  the  same  time  summoned  the 
fire  department. 

The  firemen  arrived  "on  the  double  quick", 
but  the  fire  was  out,  and  there  was  nothing 
to  do  but  to  turn  off  the  water  and  go  home. 


In  the  basement  of  the  dry-goods  establish- 
inent  of  Barnard,  Summer  &  Putnam  Co., 
Worcester,  Mass.,  a  fire  broke  out  on  Janu- 
ary 2,  191 5,     The  heat  promptly  snapped 
the   two   nearest   Grinneli    sprinkler-heads 
and  put  out  the  fire  before  the 
fire  department  could  arrive. 
The  Chief  said  that,  owing  to 
the  very  dense  smoke  and  the 
central  location  of  the  fire,  the       / 
department  would  have  been       \ 
placed  at  a   nasty  disadvan- 
tage.   The  Grinneli 
System  was  all  that 
saved  the  store  from 
a  great  disaster. 


.\t  the  Hettrick  Brothers  Co.  awning  fac- 
tory, at  Toledo,  a  fire  occurred  in  the  pack- 
ing department  on  April  26,  after  working 
hours.  Three  Grmnell  sprinklers  operated 
promptly,  checking  the  flames  and  ringing 
the  fire  alarm.  That  was  at  7:46,  and  at 
7:48  the  night  watchman  had  located  the 
blaze  and  called  the  fire  department.  At 
8:15  the  fire  was  all  out. 


This 


agar  ts 


r 


■■^T^JSi^*' «■-■.-« 


Still  burning  ^ 

hut  nobody  *** — >   ^jr 
suspects  it. 


TJSs  nunck-h9»  ftU^tht  shlf 


,''  In  a  loft  building  on  East  21st 
Street,  New  York  City,  on 
March  29,  at  6:40  P.  M..  a  fire 
broke  out  on  the  sixth  floor.  One 
Grinneli  sprinkler-head  opened 
and  extinguished  the  fire  and  at 
the  same  time  summoned  the  fire  depart- 
ment, but  when  it  arrived  there  was  nothing 
to  do.  

The  Durham  Hosiery  Mills  of  Durham, 
N.  C,  had  sixteen  fires  in  their  plant  last 
year.  The  Grinneli  System  controlled  every 
one  of  them,  and  the  total  loss  was  only 
$175.50,  an  average  of  $10.90  per  fire. 

Gimbel  Brothers'  great  department  store  in 
New  York  City  has  been  equipped  with 
Grinneli  Sprinklers  for  the  last  five  years. 
They-  had  one  fire  but  no  loss.    The  Grin- 


221 


LITTLE  STORIES  OF  FIRES  THAT  DIDN'T  HAPPEN 

nell  Sprinklers  brought  about  a  reduction  is  such  a  small  affair  that  it  is  hard  to  get  a 

of  fire  insurance  premiums  of  57%,  enough  record  of  most  of  them.    There  have  been 

to  pay  for  the  Grinnell  System  in  a  few  over  17,000  reported  fires  actually  controlled 

years, 


The  Link  Belt  Company  in  Chicago  has 
been  equipped  with  Grinnell  Sprinklers  for 
the  last  six  years.  During  that  time  the  loss 
by  fire  has  been  kept  down  to  only  $200, 
thanks  to  the  vigilance  of  the  Sprinklers. 
When  they  installed  the  Grinnell  System 
the  rate  was  reduced  from  $1.11  to 
6c.,  and  so  the  System  paid  for  itself 
within  a  very  few  years. 


For  about  twenty  years  the 
Grinnell  System  has  been  on 
duty  at  the  Reynolds  Tobacco 
Company,    Winston  -  Salem, 


N.  C.  It  reduced  their  insurance  premiu.iis 
between  80%  and  907©,  and  these  reduc- 
tions paid  for  the  System  in  about  five 
years.     Fires,  six;  loss,  $1,100. 

In  the  great  Long  Island  factory  of  Stein- 
way  &  Sons,  Piano  Manufacturers,  Grin- 
nell Sprinklers  were  installed  at  a  cost  of 
$30,000;  but  the  insurance  companies  were 
glad  to  insure  them  at  a  premium  $15,000 
a  year  less  than  they  paid  before  they  had 
the  Grinnell  System. 

The  following  story  is  general,  but  although 
it  is  less  picturesque  than  the  specific  stories 
above,  it  is  the  most  important  of  all: 
During  the  past  33  years,  so  the  fire  rec- 
ords show,  automatic  sprinklers  have  saved 
from  destruction  properties  valued  at  more 
than  $700,000,000  out  of  the  $4,500,000,000 
worth  of  property  which  enjoys  this  pro- 
tection. Without  sprinkler  protection  the 
average  loss  in  business  fires  is  over  $7,000. 
With  sprinkler  protection  the  average  fire 


Little,  innocent 
call -bell  can  dis- 
chargee a  hot  spari. 


\ 


by  Grinnell  Sprinklers.  Some  of  them  un- 
doubtedly would  have  been  great  conflagra- 
tions. 

All  this  wonderful  automatic  fire  protection 
])ays  for  itself  in  from  three  to  seven  years 
l)y  reducing  the  fire  premiums  40%  to  90%. 
Have  you  ever  seen  the  fig^ires  for  your 
own  business  establishment  ?  Do  you  know 
how  long  it  would  take  for  a  Grinnell  Sys- 
tem in  your  premises  to  pay  for  itself? 
Don't  theorize!  Get  the  figures! 
No  apparent  obstacle  should  prevent  your 
getting  the.  figures — not  even  the  lack  of 
capital  to  invest.  Scores  of  prosperous 
business  houses  every  year  feel  that  they 
are  not  justified  in  using  their  own  capital, 
so  long  as  they  can  obtain  a  system  and 
tuni  over  their  premium  savings  as  pay- 
ments until  the  system  is  clear.  They  do 
this  through  certain  Construction  Compan- 
ies, in  a  way  that  does  not  interfere  'with 
their  credit  relations  with  their  regular 
banks. 

Dictate  a  letter  or  make  a  memorandum  to 
do  so  today.  The  address  is  the  General 
Fire  Extinguisher  Co..  293  West  Exchange 
Street,  Providence,  R.  I.  If  you  want  to 
know  about  the  deferred  -  payment  plan 
offered  by  construction  companies,  ask 
specifically  for  that  infonnation.  In  order 
to  be  able  to  present  to  you  figures  on  the 
cost  of  the  Grinnell  System  and  a  prelimi- 
nar>'  estimate  of  the  savings  you  will  make, 
we  will  first  forward  you  a  .small  blank  to 
fill  out  with  necessary  data  about  your  tloor 
areas  and  present  rate  of  insurance.. 


222 


Chapter  X 

SOCUL   CORRESPONDENCE 

1.  The  Social  Letter.  —  The  term  social  letter 
is  appKed  to  correspondence  among  friends  or 
relatives.  Its  intimate  nature  makes  it  less  formal 
and,  therefore,  less  subject  to  the  somewhat  rigid 
requirements  laid  down  for  the  business  letter. 
Informality  of  style,  large  expression  of  the  indi- 
viduality of  the  writer,  chatty  tone,  and  unrestricted 
length  are  characteristics  that  distinguish  the 
friendly  letter.  If  your  letter  is  so  interesting  and 
so  well  constructed  that  the  recipient  finds  a 
delight  in  its  content  and  a  desire  to  answer  it 
immediately,  you  may  feel  reasonably  certain 
that  it  is  a  good  piece  of  work.  But  it  must  appear 
spontaneous.  The  familiar  letter  is  in  reality  a 
conversation  committed  to  paper. 

2.  The  Parts  of  the  Social  Letter.  —  The  social 
letter  retains  many  of  the  conventional  parts  of 
a  business  letter. 

1.  The  heading.  —  In  general,  this  gives  the  ad- 
dress of  the  writer  and  the  date  of  the  writing. 

2.  The  salutation.  —  It  may  take  various  forms, 
depending  on  the  relation  between  the  writer  and  the 
recipient. 

223 


224  ENGLISH  FOR  BUSINESS 

More  formal 
Dear  Mr.  Thompson:  My  dear  Mrs.  Maxwell: 

My  dear  Mr.  Thompson:  Dear  Miss  Wyatt: 

Dear  Mrs.  Maxwell:  My  dear  Miss  Wyatt: 

Less  formaly  and  assuming  a  closer  intimacy 
My  dear  Joseph,  Dear  Ethel, 

Dear  Joe,  My  dear  Evelyn, 

My  dear  Thompson,  Dear  Aunt, 

Dear  Cousin  Joe,  My  dear  Uncle, 

The  comma  is  the  least  formal  punctuation.  More 
formal  is  the  colon. 

3.  The  body.  —  This  is  the  message  which  the 
writer  desires  to  send.  Care  should  be  taken  in  its 
composition,  its  punctuation,  and  its  paragraphing. 
The  mere  fact  that  the  letter  is  intimate  does  not  imply 
that  it  should  be  cau-eless  in  details  of  construction. 

4.  The  complimentaiy  close. 

More  formal 
Sincerely  yours,  Very  sincerely  yours. 

Yours  sincerely.  Yours  very  sincerely. 

Less  formal 
Cordially  yours,  Lovingly  yours. 

Yours  faithfully,  Yours  affectionately,  etc. 

5.  The  signature.  —  Sometimes  in  familiar  letters 
merely  the  first  name  is  given,  but  more  often  the 
habitual  signature  is  appended. 

Exercise  109. —  Oral  and  Written 

1.  Read  the  following  social  letters.  Make  an 
analysis  of  each  of  them,  trying  to  find  those  qualities 


SOCIAL  CORRESPONDENCE  225 

which  give  spontaneity,  chattiness,  interest,  sugges- 
tions of  the  personahty  of  the  writer. 

4  Marlborough  Place,  May  9,  1882. 
My  dear  Romanes: 

I  feel  it  very  difficult  to  offer  any  useful  criticism  on 
what  you  have  written  about  Darwin,  because,  although  it 
does  not  quite  please  me,  I  cannot  exactly  say  how  I  think 
it  might  be  improved.  My  own  way  is  to  write  and  rewrite 
things,  until  by  some  sort  of  instinctive  process  they  acquire 
the  condensation  and  symmetry  which  satisfies  me.  And  I 
regJly  could  not  say  how  my  original  drafts  are  improved 
until  they  somehow  improve  themselves. 

Two  things,  however,  strike  me.  I  think  there  is  too 
much  of  the  letter  about  Henslow.  I  should  be  disposed 
to  quote  only  the  most  characteristic  passages. 

The  other  point  is  that  I  think  strength  would  be  given 
to  your  panegyric  by  a  little  pruning  here  and  there. 

I  am  not  likely  to  take  a  low  view  of  Darwin's  position 
in  the  history  of  science,  but  I  am  disposed  to  think  that 
Buffon  and  Lamarck  would  run  him  hard  in  both  genius 
and  fertihty.  In  breadth  of  view  and  in  extent  of  knowl- 
edge these  two  men  were  giants,  though  we  are  apt  to  for- 
get their  services.  Von  Bar  was  another  man  of  the  same 
stamp;  Cuvier,  in  a  somewhat  lower  rank,  another;  and  J. 
Miiller,  another. 

"Colossal"  does  not  seem  to  me  to  be  the  right  epithet 
for  Darwin's  intellect.  He  had  a  clear,  rapid  intelligence,  a 
great  memory,  a  vivid  imagination,  and  what  made  his 
greatness  was  the  strict  subordination  of  all  these  to  his 
love  of  truth. 

But  you  will  be  tired  of  my  carping,  and  you  had  much 
better  write  what  seems  right  and  just  to  yourself. 
Ever  yours  very  faithfully, 

T.  H.  Huxley. 


226  ENGLISH  FOR   BUSINESS 


4  Marlborough  Place,  N.  W.,  AprU  12,  1883. 

Dearest  Pabelunza: 

I  was  quite  overcome  to-day  to  find  that  you  had  van- 
ished without  a  parting  embrace  to  your  "faded  but  fasci- 
nating" parent.  I  clean  forgot  you  were  going  to  leave 
this  peaceful  village  for  the  whirl  of  Gloucester  dissipation 
this  morning  —  and  the  traces  of  weeping  on  your  visage, 
which  should  have  reminded  me  of  our  imminent  parting, 
were  absent. 

My  dear,  I  should  like  to  have  given  you  some  good 
counsel.  You  are  but  a  simple  village  maiden  —  don't  be 
taken  by  the  appearance  of  anybody.  Consult  your  father 
—  inclosing  photograph  and  measurement  (in  inches)  —  in 
any  case  of  difficulty. 

Also  give  my  love  to  the  matron  your  sister,  and  tell  her 
to  look  sharp  after  you.  Treat  her  with  more  respect  than 
you  do  your  venerable  P.  —  whose  life  will  be  gloom  hidden 
by  a  film  of  heartless  jests  till  you  return. 

Item.  —  Kisses  to  Ria  and  Co. —  Your  desolated  Pater. 


Eastbourne,  Jan.  30,  1890. 

You  Dear  Old  Humbug  of  a  Boy: 

Here  we  have  been  mourning  over  the  relapse  of  influenza, 
which  alone,  as  we  said,  could  have  torn  you  from  your 
duties,  and  all  the  while  it  was  nothing  but  an  attack  of 
palpitation  such  as  young  people  are  Hable  to  and  seem 
none  the  worse  for  after  all.  We  are  as  happy  that  you 
are  happy  as  you  can  be  yourself,  though  from  your  letter 
that  seems  saying  a  great  deal.  I  am  prepared  to  be  the 
young  lady's  slave;  pray  tell  her  that  I  am  a  model  father- 
in-law,  with  my  love.  (By  the  way,  you  might  mention 
her  name;    it  is  a  miserable  detail,  I  know,  but  would  be 


SOCIAL  CORRESPONDENCE  227 

interesting.)      Please  add  that  she  is  humbly  solicited  to 
grant  leave  of  absence  for  the  Teneriffe  trip,  unless  she 
thinks  Northallerton  air  more  invigorating. 
Ever  your  loving  dad, 

T.  H.  Huxley. 

2.  Write  a  letter  to  a  friend  telling  of  an  engine 
you  have  constructed. 

3.  Compose  a  "thank-you  letter"  after  a  visit 
to  a  friend.  Include  your  impressions  of  fellow  trav- 
elers and  scenery  observed  on  your  homeward  trip. 

4.  Write  to  a  friend  of  your  experiences  keeping 
house  for  your  father  while  your  mother  is  away. 

5.  Cheer  up  a  sick  friend  by  writing  a  jolly  letter 
to  her. 

Exercise  110. — Written 

The  following  outlines  of  social  letters  written  by 
students  may  prove  suggestive.  Write  letters  based 
upon  similar  experiences  that  you  have  had. 

1.  A  mass  meeting  at  school;  hunting  trip;  loss  of  sleep 
due  to  a  howling  dog;  campaign  planned  against  this  nui- 
sance; news  about  a  few  of  the  boys  at  school. 

2.  A  canoe  trip;  work  in  hay  fields  contrasted  with  life 
earlier  in  vacation;  automobile  trip  planned  for  early 
September. 

3.  Experience  with  an  old  motor  boat;  the  building  of  a 
new  one;  the  sale  of  the  old  craft;  success  at  learning  to 
swim;  summer  plans  for  next  season;  news  from  old  friends. 

4.  Recollections  of  an  exciting  experience  with  your 
correspondent;  a  similar  but  new  adventure;  a  joke  on 
your  brother  and  his  automobile;  a  race  with  a  friend,  the 
result,  and  your  punishment. 


228  ENGLISH  FOR  BUSINESS 

5.  Comments  upon  the  results  of  the  "World  Series"; 
an  account  of  a  friend  visiting  your  sister;  a  brief  character 
sketch  of  your  new  football  captain;  a  forecast  of  the  school 
team's  chances;  plans  for  a  school  social  of  which  you  are 
chairman. 

3.  Invitations  and  Replies.  —  Invitations  and 
replies,  like  letters,  difTer  in  the  degree  of  formality 
they  express,  and  call  for  a  corresponding  differ- 
ence in  treatment. 

1.  An  informal  invitation  resembles  a  social  letter. 
Sometimes  the  heading  does  not  include  the  name  of 
the  town,  nor  the  actual  date.  Instead,  merely  the 
street  address  and  the  day  of  writing  are  given,  as: 

12  S  Street, 
Wednesday  morning. 

The  address  of  the  sender  and  the  date  may  be 
written  below  and  at  the  left.  Often  the  day  of  the 
month  is  written  out  in  full.  The  year  may  be 
omitted. 

2.  An  informal  reply  should  be  modeled  on  the 
informal  invitation  and,  in  case  of  acceptance, 
should  repeat  the  date  and  hour  mentioned  in  the 
invitation.  In  case  of  declining,  only  the  date  need 
be  mentioned. 

3.  A  formal  invitation  is  written  in  the  third 
person  from  beginning  to  end.  It  has  no  heading,  no 
salutation,  no  compHmentary  close,  no  signature. 
The  writer's  name  is  found  within  the  body. 

Usually  in  the  lower  left-hand  corner,  the  address 
of  the  sender  is  placed.     It  may  or  may  not  be  fol- 


SOCIAL  CORRESPONDENCE  229 

lowed  by  the  date.  If  a  date  is  added  it  includes  the 
month  and  the  day  of  the  month  written  out  in  full. 
The  year  is  usually  omitted. 

4.  A  formal  reply  is  modeled  on  the  invitation  and, 
therefore,  is  hkewise  in  the  third  person.  The  date 
and  hour  mentioned  in  the  invitation  should  always 
be  repeated  in  an  acceptance.  In  declining,  no 
mention  of  the  hour  is  necessary. 

A  formal  invitation 

Dr.  and  Mrs.  William  CoUett  request  the 
pleasure  of  Mr.  and  Mrs.  George  Prentice's 
company  at  dinner  on  Tuesday  evening, 
March  fourteenth,  at  seven  o'clock. 

7  Ware  Road. 

A  formal  acceptance 

Mr.  and  Mrs.  Prentice  accept  with  pleas- 
ure Dr.  and  Mrs.  William  CoUett's  kind 
invitation  to  dinner  on  Tuesday  evening, 
March  fourteenth,  at  seven  o'clock. 

126  Prospect  Avenue, 
March  fourth. 

An  informal  invitation 

My  dear  Mrs.  Prentice, 

Will  you  and  Mr.  Prentice  give  us  the 
pleasure  of  your  company  at  dinner  on 
Tuesday,  March  fourteenth,  at  seven 
o'clock? 

Very  sincerely  yours, 

Eleanor  Collett. 
7  Ware  Road. 


230  ENGLISH  FOR  BUSINESS 

An  informal  acceptance 

My  dear  Mrs.  CoUett, 

Mr.  Prentice  and  I  shall  be  pleased  to 
dine  with  you  on  Tuesday,  the  fourteenth, 
at  seven  o'clock. 

Very  sincerely  yours, 

Hazel  Prentice. 
126  Prospect  Avenue, 
March  seventh. 

An  informal  declination 

My  dear  Mrs.  CoUett, 

Mr.  Prentice  and  I  regret  sincerely  that 
a  previous  engagement  will  deprive  us  of  the 
pleasure  of  dining  with  you  on  Tuesday,  the 
fourteenth. 

Very  sincerely  yours, 
Hazel  Prentice. 
126  Prospect  Avenue, 
March  sixth. 


PART  TWO 

PRINCIPLES  OF  COMPOSITION  APPLIED  TO  BUSINESS 

Chapter  XI 

THE   NEWSPAPER 

1.  Introductory.  —  The  newspaper  has  become 
a  necessity  in  modern  hfe.  Without  its  assistance, 
business  could  not  be  conducted  as  it  is  to-day. 
Through  its  means  the  barriers  between  country 
and  town  are  so  completely  broken  down  that  the 
so-called  "isolated  community"  has  largely  passed 
into  history.  In  even  the  smallest  village,  metro- 
pohtan  dailies  now  gain  entrance.  What  we  shall 
have  to  say  about  the  newspaper  is,  therefore, 
based  upon  the  typical  city  daily. 

2.  General  Characteristics  of  Newspapers.  — 
Newspapers  in  their  handling  of  news  resemble 
department  stores  in  their  handling  of  commodi- 
ties. The  shopper,  stepping  into  a  big  store,  can 
make  his  purchases  without  confusion  or  loss  of 
time  because  he  finds  the  store  divided  into  special 
departments,  each  handhng  a  particular  kind  of 
goods.  To  save  the  reader's  time,  the  modern 
newspaper  has  arranged  and  classified  its  items, 
so  that  they  may  be  found  with  the  least  delay. 

231 


232  ENGLISH  FOR  BUSINESS 

It  knows  that  the  general  reader  is  usually  very 
busy  and  can  spend  only  ten  to  thirty  minutes  in 
reading  its  columns.  Therefore,  it  aims  to  facili- 
tate his  reading  as  far  as  possible.  Glance  over 
any  typical  twelve  to  sixteen  page  paper  and  you 
will  find  that  its  columns  are  classified  according 
to  the  following  scheme,  although  not  necessarily 
arranged  in  the  following  order. 

1.  Most  important  news  —  domestic  and  foreign,  — 
Because  of  its  importance,  this  news  generally  appears 
on  the  first  page.  A  swift  glance  at  the  headfines  will 
inform  the  reader  what  of  significance  has  happened 
since  the  previous  day. 

2.  Local  news.  —  Here  are  recorded  the  social 
events,  and  the  matters  of  special  interest  to  the  citi- 
zens of  the  city  in  which  the  paper  is  printed.  It  may 
contain  several  columns  dealing  with  the  local  news  of 
surrounding  towns. 

3.  Editorial  page.  —  This  page,  which  gives  the 
paper's  interpretation  of  current  events  and  timely 
discussion  and  which  may  be  taken  as  indicative  of 
the  paper's  pohcy,  is  most  often  found  near  the 
middle  of  the  paper. 

4.  Woman's  page.  — This  page  contains  material 
which  will  interest  women  because  of  its  numerous 
hints  about  dress  and  household  matters.  Some  news- 
papers omit  this  page. 

5.  Sporting  page.  —  Here  are  listed  the  various 
results  in  the  world  of  professional  and  amateur  sports. 

6.  Financial  page.  —  This  page  very  often  interests 
the  general  business  man  because  it  contains  news 


THE  NEWSPAPER  233 

about  stocks,  bonds,  conditions  of  the  market,  and 
other  commercial  statistical  news. 

7.  Other  special  columns.  —  Because  they  bear 
their  patrons  in  mind,  various  newspapers  include 
columns  on  current  literature,  art,  music,  the  drama, 
education,  and  science.  For  the  same  reason,  such 
columns  are  omitted  in  other  papers,  which  print 
instead  daily  short  stories,  questions  and  answers, 
etc.  The  weather  report  is  found  in  all  newspapers, 
usually  in  a  regular  place,  day  after  day. 

8.  Advertisements.  —  No  newspaper  can  thrive  with- 
out advertisements.  We  find  them  usually  distributed 
through  the  body  of  the  newspaper,  with  the  excep- 
tion of  the  first  page.  Their  exact  nature  and  value 
will  be  treated  later. 

3.  Reading  a  Newspaper.  —  The  first  reason  for 
reading  a  newspaper  is  to  be  well-informed.  We 
must  keep  in  general  touch  with  what  is  going  on. 
In  stagecoach  days,  there  was  a  valid  excuse  for 
being  ignorant  about  the  important  world  events. 
But  this,  the  age  of  electricity  and  steam,  de- 
mands a  constant  keeping  in  touch  with  the  most 
significant  occurrences.  Farmers  now  study  the 
quotations  of  city  market  prices,  with  the  advan- 
tage of  being  able  to  exact  them  in  the  country. 
An  unexpected  war  among  foreign  nations  may 
affect  the  American  stock  market,  and,  indirectly, 
business,  within  twenty-four  hours.  Legislation 
of  Congress  may  work  immediate  effect  upon 
numerous  industries.     A  terrible  calamity  in  one 


234  ENGLISH  FOR  BUSINESS 

section  of  the  country  may  call  for  quick  assist- 
ance from  other  sections.  The  modern  person 
depends  on  the  newspaper  for  his  ability  to  discuss 
these  broad  movements  intelligently. 

We  have  already  indicated  that  the  newspaper  is 
meant  to  be  read  rapidly.  For  the  general  reader, 
the  first  page  and  the  editorial  page  are  the  most 
significant.  On  the  one,  he  finds  the  summary;  on 
the  other,  the  discussion  and  interpretation. 

Finally  enters  the  question  —  what  to  read.  The 
merely  sensational  paper,  featuring  murder  and 
crime  in  a  lurid  way,  tries  to  cater  to  the  poorer 
and  uneducated  classes.  To  more  inteUigent  read- 
ers it  makes  Uttle  or  no  appeal.  Conservative 
papers  devote  only  a  few  paragraphs  to  such 
items;  "yellow  journals"  feature  them.  The 
careful  reader  will  focus  attention  on  those  items 
which  are  of  social,  economic,  poHtical,  and 
cultural  importance. 

4.  How  News  is  Gathered.  —  The  newspaper 
staff  is  made  up  of  specialists.  The  editor  and 
the  editorial  writers  are  paid  to  interpret  the  news 
from  the  point  of  view  of  the  newspaper's  policy; 
then  comes  the  staff  of  assistant  editors — the  finan- 
cial editor,  the  society  editor,  the  sporting  editor, 
the  city  editor,  the  domestic  editor,  the  foreign 
editor,  the  Sunday  editor  —  whose  duties  are  to 
revise  and  decide  upon  the  "copy"  submitted. 

The  so-called  "copy"  comes  usually  from  three 
sources.     First  is  the  Associated  Press,  an  organi- 


THE  NEWSPAPER  235 

zation  maintained  by  the  leading  newspapers  to 
telegraph  valuable  news  to  its  patrons.  Second, 
the  special  correspondent.  Some  newspapers  have 
representatives  in  the  leading  cities  abroad,  and 
assign  others  to  report  occurrences  of  unusual 
interest  such  as  a  war,  a  great  investigation,  a 
horrible  disaster,  etc.  And  last,  but  most  im- 
portant, are  the  reporters,  who  are  responsible  for 
gathering  the  news  from  day  to  day.  These  are 
the  men  who  must  be  constantly  on  the  alert. 

5.  Newspaper  Style.  —  The  style  of  the  re- 
porter differs  from  that  of  the  literary  writer 
largely  because  the  news  article  is  written  under 
pressure,  with  little  or  no  opportunity  for  careful 
revision.  Despite  these  handicaps,  many  reporters 
have  cultivated  a  terse,  forceful,  crisp  style  that 
deserves  praise.  Experience  has  developed  in 
them  a  sense  of  selection,  of  vivid  diction,  and  of 
rapid-moving  language.  They  have  gained  a 
feeling  for  useful  English  that  will  convey  their 
facts  quickly,  intelligently,  entertainingly. 

Two  illustrations  follow:  the  first,  by  a  literary 
0 writer;  the  second,  by  a  newspaper  man.  Questions 
are  afterwards  appended  which  will  help  to  show  how 
the  newspaper  man  must  adopt  a  means  for  securing 
his  result  which  differs  from  that  of  the  literary  man. 
Read  these  illustrations  with  care. 

The  eyes  of  the  crowd  followed  the  gesture  of  the  Egyp- 
tian, and  beheld,  with  ineffable  dismay,  a  vast  vapor  shoot- 
ing from  the  summit  of  Vesuvius,  in  the  form  of  a  gigantic 


236  ENGLISH  FOR  BUSINESS 

pine  tree;  the  trunk,  blackness;  —  the  branches,  fire!  —  a 
fire  that  shifted  and  wavered  in  its  hues  with  every  moment, 
now  fiercely  luminous,  now  of  a  dull  and  dying  red,  that 
again  blazed  terrifically  forth  with  intolerable  glare! 

There  was  a  dead,  heart-sunken  silence,  —  through 
which  there  suddenly  broke  the  roar  of  the  fion,  which  was 
echoed  back  from  within  the  building  by  the  sharper  and 
fiercer  yells  of  its  fellow-beast.  Dread  seers  were  they  of 
the  Burden  of  the  Atmosphere,  and  wild  prophets  of  the 
wrath  to  come! 

Then  there  arose  on  high  the  universal  shrieks  of  women ; 
the  men  stared  at  each  other,  but  were  dumb.  At  that 
moment  they  felt  the  earth  shake  beneath  their  feet;  the 
walls  of  the  theatre  trembled;  and,  beyond  in  the  distance, 
they  heard  the  crash  of  faUing  roofs;  an  instant  more,  and 
the  mountain  cloud  seemed  to  roll  towards  them,  dark  and 
rapid,  like  a  torrent;  at  the  same  time  it  cast  forth  from  its 
bosom  a  shower  of  ashes  mixed  with  vast  fragments  of  burn- 
ing stone!  Over  the  crushing  vines;  over  the  desolate 
streets;  over  the  amphitheatre  itself;  far  and  wide,  with 
many  a  mighty  splash  in  the  agitated  sea,  —  fell  that  awful 
shower! 

No  longer  thought  the  crowd  of  justice  or  of  Arbaces; 
safety  for  themselves  was  their  sole  thought.  Each  turned 
to  fly,  —  each  dashing,  pressing,  crushing,  against  the  other. 
Trampling  recklessly  over  the  fallen,  —  amidst  groans,  and 
oaths,  and  prayers,  and  sudden  shrieks,  the  enormous  crowd 
vomited  itself  forth  through  the  numerous  passages.  Whither 
should  they  fly?  Some,  anticipating  a  second  earthquake, 
hastened  to  their  homes  to  load  themselves  with  their  more 
costly  goods,  and  escape  while  it  was  yet  time;  others, 
dreading  the  showers  of  ashes  that  now  fell  fast,  torrent 
upon  torrent,  over  the  streets,  rushed  under  the  roofs  of 
the  nearest  houses,  or  temples,  or  sheds,  —  shelter  of  any 
kind,  —  for  protection  from  the  terrors  of  the  open  air.    But 


THE  NEWSPAPER  237 

darker,  and  larger,  and  mightier,  spread  the  cloud  above 
them.  It  was  a  sudden  and  more  ghastly  Night  rushing 
upon  the  realms  of  Noon!  .  .  . 

The  cloud,  which  had  scattered  so  deep  a  murkiness  over 
the  day,  had  now  settled  into  a  solid  and  impenetrable  mass. 
It  resembled  less  even  the  thickest  gloom  of  a  night  in  the 
open  air  than  the  close  and  bhnd  darkness  of  some  narrow 
room.  But  in  proportion  as  the  blackness  gathered,  did  the 
lightnings  around  Vesuvius  increase  in  their  vivid  and 
scorching  glare.  Nor  was  their  horrible  beauty  confined  to 
the  usual  hues  of  fire ;  no  rainbow  ever  rivaled  their  varying 
and  prodigal  dyes.  Now  brightly  blue  as  the  most  azure 
depths  of  a  southern  sky;  now  of  a  Uvid  and  snake-like 
green,  darting  restlessly  to  and  fro  as  the  folds  of  an  enor- 
mous serpent;  now  of  a  lurid  and  intolerable  crimson,  gush- 
ing forth  through  the  columns  of  smoke,  far  and  wide,  and 
fighting  up  the  whole  city  from  arch  to  arch,  —  then  sud- 
denly dying  into  a  sickly  paleness,  like  the  ghost  of  their 
own  life! 

In  the  pauses  of  the  showers,  you  heard  the  rumbfing  of 
the  earth  beneath,  and  the  groaning  waves  of  the  tortured 
sea;  or,  lower  stiU,  and  audible  but  to  the  watch  of  intensest 
fear,  the  grinding  and  hissing  murmur  of  the  escaping  gases 
through  the  chasms'  of  the  distant  mountain.  Sometimes 
the  cloud  appeared  to  break  from  its  sofid  mass,  and,  by  the 
lightning,  to  assume  quaint  and  vast  mimicries  of  human  or 
of  monster  shapes,  striding  across  the  gloom,  hurtfing  one 
upon  the  other,  and  vanishing  swiftly  into  the  turbulent 
abyss  of  shade;  so  that,  to  the  eyes  and  fancies  of  the  af- 
frighted wanderers,  the  unsubstantial  vapors  were  as  the 
bodily  forms  of  gigantic  foes,  —  the  agents  of  terror  and  of 
death! 

The  ashes  in  many  places  were  already  knee  deep;  and 
the  boiling  showers  which  came  from  the  steaming  breath 
of  the  volcano  forced  their  way  into  the  houses,  bearing 


238  ENGLISH  FOR  BUSINESS 

with  them  a  strong  and  suffocating  vapor.  In  some  places, 
immense  fragments  of  rock,  hurled  upon  the  house  roofs, 
bore  down  along  the  streets  masses  of  confused  ruin,  which 
yet  more  and  more,  with  every  hour,  obstructed  the  way; 
and,  as  the  day  advanced,  the  motion  of  the  earth  was 
more  sensibly  felt,  the  footing  seemed  to  slide  and  creep,  — 
nor  could  chariot  or  litter  be  kept  steady,  even  on  the  most 
level  ground. 

Sometimes  the  huger  stories,  striking  against  each  other 
as  they  fell,  broke  into  countless  fragments,  emitting  sparks 
of  fire,  which  caught  whatever  was  combustible  within  their 
reach;  and  along  the  plains  beyond  the  city  the  darkness 
was  now  terribly  relieved;  for  several  houses,  and  even 
vineyards,  had  been  set  on  flames;  and  at  various  intervals, 
the  fkes  rose  sullenly  and  fiercely  against  the  solid  gloom. 
To  add  to  this  partial  relief  of  the  darkness,  the  citizens 
had,  here  and  there,  in  the  more  public  places,  such  as  the 
porticoes  of  temples,  and  the  entrances  to  the  forum,  en- 
deavored to  place  rows  of  torches;  but  these  rarely  continued 
long;  the  showers  and  the  winds  extinguished  them,  and  the 
sudden  darkness  into  which  their  sudden  birth  was  con- 
verted had  something  in  it  doubly  terrible  and  doubly  im- 
pressing on  the  impotence  of  human  hopes,  the  lesson  of 
despair. 

Frequently,  by  the  momentary  light  of  these  torches, 
parties  of  fugitives  encountered  each  other,  some  hurrying 
towards  the  sea,  others  flying  from  the  sea  back  to  the  land; 
for  the  ocean  had  retreated  rapidly  from  the  shore,  —  an 
utter  darkness  lay  over  it,  and,  upon  its  groaning  and  toss- 
ing waves,  the  storm  of  cinders  and  rock  fell  without  the 
protection  which  the  streets  and  roofs  afforded  to  the  land. 
Wild,  haggard,  ghastly  with  supernatural  fears,  these  groups 
encountered  each  other,  but  without  the  leisure  to  speak,  to 
consult,  to  advise;  for  the  showers  fell  now  frequently, 
though  not  continuously,  extinguishing  the  lights,   which 


THE  NEWSPAPER  239 

showed  to  each  band  the  deathlike  faces  of  the  other,  and 
hurrying  all  to  seek  refuge  beneath  the  nearest  shelter.  The 
whole  elements  of  civilization  were  broken  up.  Ever  and 
anon,  by  the  flickering  lights,  you  saw  the  thief  hastening 
by  the  most  solemn  authorities  of  the  law,  laden  with,  and 
fearfully  chuckling  over,  the  produce  of  his  sudden  gain. 
If,  in  the  darkness,  wife  was  separated  from  husband,  or 
parent  from  child,  vain  was  the  hope  of  reunion.  Each 
hurried  blindly  and  confusedly  on.  Nothing  in  all  the 
various  and  complicated  machinery  of  social  life  was  left 
save  the  primal  law  of  self-preservation. 

Edward  Bulwer  Lytton:  The  Last  Days  of  Pompeii. 

FIRE  FOLLOWS  EARTHQUAKES 

•        Disaster   Overwhelms   the   Metropolis   of  the 
Pacific  Coast. 

Oakland,  Cal.,  Apr.  18  —  The  business  part  of 
San  Francisco,  across  the  bay,  was  shaken  into  debris 
at  5.13  o'clock  this  morning  by  an  earthquake 
which  ran  over  all  the  low  lying  parts  of  the  city. 
It  was  followed  by  a  fire  which  is  still  raging  when 
all  telegraphic  communication  from  the  city  has 
been  cut  off  and  which  will  probably  complete  the 
ruin  of  the  downtown  business  district  and  most  of 
the  tenement  quarter. 

Smaller  fires  have  appeared  throughout  the  resi- 
dence district,  and  probably  a  great  part  of  the  city 
will  go  before  it  ends,  for  there  is  a  strong  southerly 
wind  blowing  and  the  water  mains  are  all  broken. 
No  one  can  tell  how  heavy  is  the  loss  of  life.  The 
estimates  run  from  500  to  1,000.  It  would  be  fool- 
ish to  set  any  estimate  of  the  life  loss,  for  the  city 
has  been  thrown  into  such  confusion  with  the  shock, 
the  fall  of  the  buildings,  and  the  uncontrollable  fires 
that  followed,  that  no  counting  of  the  dead  is  possible. 

The  city  is  under  martial  law,  so  that  it  is  almost 
impossible  to  cross  the  streets.     All  that  is  known 


240  ENGLISH  FOR  BUSINESS 

is  that  the  morgue  is  choked  with  dead,  and  that 
the  men  are  piling  up  corpses  and  injured  people 
from  trucks,  express  wagons,  and  every  conceivable 
vehicle.  Just  now  the  Hayes  Valley,  to  the  west  of 
the  Mechanics  Pavilion,  which  early  in  the  day  was 
used  as  a  temporary  morgue,  is  afire,  and  the  big 
church  of  St.  Ignatius  is  burning. 

The  city  is  shaken  every  few  minutes  with  the 
explosions  of  dynamite  by  which  the  firemen,  in 
default  of  water,  are  trying  to  stop  the  fire.  On 
foot,  —  for  there  are  no  street  cars  running,  —  the 
people  from  outlying  districts  are  crowding  to  the 
hills  which  top  the  city,  and  the  parks  and  streets 
until  the  troops  came,  were  alive  with  panic  stricken 
Chinese.  The  fire  has  swept  all  the  waterfront  and 
the  railroads  which  enter  the  southern  part  of  the 
city  by  land  are  not  running,  so  that  the  people  of 
San  Francisco  are  prisoners  in  a  city  which  is  still 
trembUng  with  Uttle  minor  shocks.  * 

After  details  headed,  "Buildings  Went  Down 
First,"  "Water  Supply  Ruined,"  "Gen.  Funston 
Orders  out  Troops,"  "Other  Buildings  Go,"  "Gas 
Spreads  the  Fires,"  "Palace  Hotel  Gone,"  "Wind 
Switches  to  the  Southwest,"  "Seven  Great  Fires 
Unite,"  "Water  Got  in  the  Afternoon,"  "Screams 
and  Shouts  of  the  People,"  the  article  proceeds: 

Panic  in  Portsmouth  Square 

On  Portsmouth  Square  the  panic  was  beyond  de- 
scription. This,  the  old  Plaza  about  which  the  early 
city  was  built,  is  bordered  now  by  Chinatown,  by 
the  Italian  district,  and  by  the  "Barbary  Coast."  A 
spur  of  the  quake  ran  up  the  hill  upon  which  China- 
town is  situated  and  shook  down  part  of  the  crazy 
little  buildings  on  the  southern  edge.  It  tore  down, 
too,  some  of  the  ItaUan  tenements.  The  rush  to 
Portsmouth  Square  went  on  almost  unchecked  by 
the  police,  who  had  more  business  elsewhere. 


THE  NEWSPAPER  241 


Chinese  Beat  Their  Gongs 

The  Chinese  came  out  of  their  underground  bur- 
rows like  rats  and  tumbled  into  the  square,  beating 
such  gongs  and  playing  such  noisy  instruments  as 
they  had  snatched  up.  They  were  met  on  the  other 
side  by  the  refugees  of  the  ItaUan  quarter.  The 
panic  became  a  madness.  At  least  two  Chinamen 
were  taken  to  the  morgue,  dead  of  knife  wounds 
given  for  no  other  reason,  it  seems,  than  the  madness 
of  panic.  There  are  10,000  Chinese  in  the  quarter 
and  there  are  thousands  of  Italians,  Spaniards,  and 
Mexicans  on  the  other  side.  It  seemed  as  though 
every  one  of  these,  with  the  riff-raff  of  "Barbary 
Coast,"  made  for  that  one  block  of  open  land.  The 
two  uncontrolled  streams  met  in  the  center  of  the 
square  and  piled  up  on  the  edges.  There  they  fought 
all  the  morning,  until  the  Regulars  restored  order 
with  their  bayonets. 


Taking  Away  Bank  Securities 

As  the  dawn  broke  and  the  lower  city  began  to  be 
overhung  with  the  smoke  of  burning  buildings  there 
came  a  back  eddy.  Cabmen,  drivers  of  express  wag- 
ons and  trucks,  hired  at  enormous  prices,  began  cart- 
ing away  from  the  lower  city  the  valuables  of  the 
hotels  which  saw  their  doom  in  the  fires  which  were 
breaking  out.  Even  the  banks  began  to  take  out 
their  bullion  and  securities  and,  under  guard  of  half- 
dressed  clerks,  to  send  them  to  the  hills,  whence 
came  to-day  the  salvation  of  San  Francisco.  One  old 
night-hawk  cab,  driven  by  a  cabman  white  with 
terror,  carried  more  than  a  million  dollars  in  cur- 
rency and  securities.  Men,  puUing  corpses  or  in- 
jured people  from  fallen  buildings,  stopped  to  curse 
these  processions  as  they  passed.  Time  and  again 
a  line  of  wagons  and  cabs  would  run  against  an  im- 
passable barrier  of  debris  where  some  building  had 
fallen  into  the  street  and  would  pile  up  until  the 
guards  cleared  a  way  through  the  streets. 


242  ENGLISH  FOR  BUSINESS 


Vandals  Get  to  Work 

Then  the  vandals  formed  and  went  to  work. 
Routed  out  from  the  dens  along  the  wharves,  the  rats 
of  the  San  Francisco  waterfront,  the  drifters  who 
have  reached  the  back  edge  of  European  civiUza- 
tion,  crawled  out  and  began  to  plunder.  Early  in 
the  day  a  policeman  caught  one  of  these  men  creep- 
ing through  the  window  of  a  small  bank  on  Mont- 
gomery street  and  shot  him  dead.  But  the  poUce 
were  keeping  fire  hues,  beating  back  overzealous 
rescuers  from  the  fallen  houses  and  the  burning 
blocks,  and  for  a  time  these  men  plundered  at  will. 


The  article  concludes  with  topics  headed, "Troops 
Stop  Flight,"  "Committee  of  Safety  Formed," 
"Ground  Sucked  Hotel  In,"  "Oakland  Gets  Off 
Easy." 

Extract  from  the  N.  Y.  Sun,  —  April  19,  1906. 

Exercise  111.  —  Oral  and  Written 

1.  What  various  means  does  Lytton  employ  to 
secure  vividness?  (For  example,  note  choice  of  words; 
sentence  structure;  details  in  description;  emotions 
and  actions  of  the  people;  the  changes  in  the  natural 
phenomena,  etc.)  How  does  Lytton  make  his  narra- 
tive move  swiftly?  (Note  again  sentence  structure 
and  the  rapid  movement  of  persons  and  things.) 
What  is  the  value  of  such  a  statement  as  "yoa  heard 
the  rumbhng  of  the  earth  beneath"?  Make  a  list 
of  the  words  which  lend  color  to  the  narrative.  How 
do  they  help  to  heighten  it?  How  does  the  last  para- 
graph give  a  cumulative  effect  —  i.e.,  one  great  dis- 
tinct impression  of  inexpressible  disaster? 


THE  NEWSPAPER  243 

2.  Why  does  the  second  account  open  with  the 
place  and  date  of  the  occurrence?  Outhne  the  first 
four  paragraphs.  Study  the  rest  of  the  story.  In 
what  part  of  the  narrative  are  the  big  facts  of  the 
disaster  given .^  Where,  the  details.^  What  is  the 
advantage  of  this  order  to  the  general  reader?  Review 
Chapter  IX,  the  one-paragraph  newspaper  narrative, 
to  see  if  this  is  the  customary  plan.  What  is  the 
purpose  of  this  news  story?  Select  expressions  that 
seem  characteristic  of  newspaper  style.  How  does 
the  writer  make  his  account  vivid?  Where  does  he 
introduce  local  color?  What  effect  does  it  produce? 
How  do  the  topic-headings  throughout  the  narrative 
help  the  reader? 

3.  Compare  the  preceding  accounts  in  plan,  method 
of  handling  details,  range  of  vocabulary,  sentence 
structure. 

Exercise  112.— Written 

1.  Following  the  general  plan  of  the  Suns  account 
of  the  San  Francisco  earthquake,  convert  the  fol- 
lowing hterary  narratives  into  news  stories.  Write 
suitable  headhnes.  Aim  for  a  terse,  forceful,  and 
matter-of-fact  newspaper  style. 

1.  The  Story  of  My  Aunt  from  Tales  of  a  Traveler. 

2.  The  banishment  of  Rosalind  from  As  You  Like  It. 

3.  Elopement  of  Lorenzo  and  Jessica  from  The  Merchant 
of  Venice. 

4.  The  death  of  Sir  Roger  de  Coverley  from  the  Spectator 
Papers. 

5.  The  storming  of  the  castle  from  Ivanhoe, 


244  ENGLISH    FOR    BUSINESS 

2.  Write  a  news  story  dealing  with  any  one  of  the 
following  school  activities. 

1.  The  senior  dance. 

2.  A  basketball  game. 

3.  A  school  play. 

4.  A  class  picnic. 

5.  Class  day  exercises. 

6.  A  meeting  of club. 

7.  The  junior-senior  debate. 

8.  A  jQre  driU. 

3.  Examine  an  editorial  in  one  of  the  newspapers 
of  your  town.  With  this  as  a  model,  write  for  yom* 
school  paper  an  editorial  upon: 

1.  The  importance  of  supporting  school  activities. 

2.  The  necessity  of  improving  gymnasium  conditions. 

3.  A  method  of  restricting  outside  social  activities. 

Exercise  113.  —  Oral 

1.  What  are  the  characteristics  of  a  good  car- 
toon? What  is  the  artist's  purpose  in  such  work.^ 
What  characteristics  of  his  subject  does  he  present.'^ 
How  is  his  work  similar  to  that  of  a  descriptive 
writer.^  With  what  kind  of  subjects  does  the  car- 
toonist deal.^  What  is  the  value  of  his  work  to  a 
newspaper.^ 

2.  Discuss  the  personal  quahties  of  a  successful 
reporter. 

3.  Read  some  of  Jesse  Lynch  Williams's  news- 
paper stories,  as  The  Stolen  Story, 

4.  Discuss  the  following  poem  by  selecting  the 
details  that  show  the  chief  characteristics  of  many 


THE  NEWSPAPER  245 

of  our  modern  newspapers.     Note  at  the  same  time 
the  vivid  description  of  the  newsboy. 

Elf  of  the  City,  a  lean  little  hollow-eyed  boy, 

Ragged  and  tattered,  but  lithe  as  a  slip  of  the  Spring, 
Under  the  lamphght  he  runs  with  a  reckless  joy, 

Shouting  a  murderer's  doom  or  the  death  of  a  King. 
Out  of  the  darkness  he  leaps  hke  a  wild  strange  hint. 

Herald  of  tragedy,  comedy,  crime,  and  despair. 
Waving  a  poster  that  hurls  you,  in  fierce  black  print, 

One  word.  Mystery,  under  the  lamp's  white  glare. 

Alfred  Noyes:  The  Newspaper  Boy. 

Exercise  114.  —  Oral  or  Written 

Subjects  for  general  discussion.  (In  preparation, 
consult  Revision  Questions  following  The  Expository 
Paragraph,  Chapter  IX,  page  213.) 

1.  The  Colonial  newspaper. 

2.  The  effect  of  the  invention  of  the  steam  engine  upon 
the  distribution  of  newspapers. 

3.  The  effect  of  the  invention  of  the  telegraph  and  cable 
upon  the  making  of  a  newspaper. 

4.  The  evolution  of  newspaper  machinery. 

5.  The  scope  of  the  news  in  a  modern  newspaper. 

6.  The  effect  of  the  newspaper  upon  rural  communities. 

7.  The  influence  of  the  press  in  forming  public  sentiment. 

8.  The  career  of  Horace  Greeley. 

9.  The  career  of  Joseph  Puhtzer. 

10.  The  work  of  the  Associated  Press. 

11.  Postal  regulations  governing  the  rates  of  postage  on 
newspapers. 

12.  The  work  of  a  reporter  on  a  big  daily. 


246  ENGLISH  FOR  BUSINESS 

SUBJECTS   FOR   INVESTIGATION.  —  OPTIONAL 
Exercise  115. 

1.  The  history  of  a  newspaper  in  your  town. 

2.  The  work  of  the  art  department  of  a  large  American 
newspaper. 

3.  The  duties  of  the  tally  clerks  of  the  financial  depart- 
ment. 

4.  The  simple  principle  of  a  linotype  machine. 

5.  The  purpose  and  plan  of  the  index  department. 

6.  The  work  of  the  information  bureau. 

7.  A  description  of  the  press  room. 

8.  The   duties  of  the   employees   of  the   maiUng  and 
delivery  rooms. 

9.  Automatic   methods   of  securing   information   in   a 
newspaper  weather  bureau. 

10.  The  assistance  of  the  automobile  in  the  rapid  dis- 
tribution of  a  paper. 

11.  Early  English  newspapers. 

12.  Modern  London  newspapers. 

13.  Modern  American  newspapers. 

14.  Changes  in  the  price  of  newspapers  historically  con- 
sidered. 

15.  The  personal  characteristics  of  a  successful  newspaper 
reporter. 

16.  The  intellectual  qualifications  of  an  editorial  writer. 

17.  Bulletin  boards:  the  reasons  for  their  existence. 

18.  A  large  newspaper  as  a  bureau  of  information. 

(See  Encyclopedia  Britannica  for  information  in  develop- 
ing 11-14.) 


Chapter  XII 

ADVERTISING 

1.  The  Benefits  of  Advertising.  —  Advertising, 
as  an  active  business  force,  is  a  modern  institution. 
Prior  to  1870,  wide  publicity  was  limited  to  patent 
medicines  heralded  to  cure  everything.  About  that 
time,  other  general  manufacturers  began  to  perceive 
the  great  advantages  arising  from  such  a  means 
of  promoting  trade,  with  the  result  that  to-day 
nearly  every  business,  national  or  local,  large  or 
small,  resorts  to  advertising  of  some  kind. 

In  the  broadest  sense  there  are  two  main  classes 
of  advertisers:  those  who  wish  to  give  their  output 
the  benefit  of  national  publicity  and  those  who 
wish  to  gain  the  advantages  of  local  publicity. 
The  first  class  includes  the  manufacturers  of 
special  "trade-mark"  articles,  the  large  pubhsh- 
ing  firms,  and  the  big  wholesale  dealers.  The 
second  class  includes  the  retail  dealers  to  be  found 
in  towns  and  cities,  who  depend  for  their  business 
upon  the  patronage  of  people  that  Kve  in  the  vicin- 
ity of  their  stores;  local  real  estate  agents;  and  the 
occasional  ''help"  and  ''want"  advertisers.  The 
national   advertisers   aim  to  get   a   wide  market 

247 


248  ENGLISH  FOR  BUSINESS 

through  continued  repetition,  for  in  that  way  the 
pubUc  becomes  famihar  with  and  gains  confidence 
in  their  goods.  The  majority  of  local  advertisers 
aim  to  supply  local  needs,  and  by  continued  ad- 
vertising to  call  attention  to  the  special  oppor- 
tunities which  they  can  offer  from  time  to  time. 
National  advertisers  often  have  to  create  a  demand 
for  their  goods,  and  then  supply  it.  Local  adver- 
tisers often  have  to  emphasize  how  they  can  supply 
goods  more  satisfactorily  and  perhaps  more 
cheaply  than  ,their  competitors.  All  told,  millions 
of  dollars  are  annually  expended  in  advertising, 
in  the  United  States  alone.  This  merely  helps  to 
prove  that  advertising  is  a  valuable  asset  in  almost 
every  business. 

Advertising  not  only  opens  up  the  fields  of  trade 
but  also  acts  as  a  promoter  of  taste.  The  great 
trouble  with  a  large  percentage  of  our  immigrants 
has  been  an  unwillingness  to  change  their  old 
habits  and  standards  of  hving.  Through  the  pow  er 
of  suggestion  in  advertising,  a  gradual  demand 
for  better  things  has  been  created.  Wide  pub- 
licity with  regard  to  numerous  articles  has  made 
them  household  necessities;  their  very  names 
guarantee  their  excellence.  No  national  advertiser 
could  misrepresent  his  goods  and  expect  to  con- 
tinue in  business.  Think  of  the  ideas  and  stand- 
ards which  we  have  come  to  associate  with  these 
words — Ivory,  Uneeda,  Ostermoor,  Colgate,  Regal, 
Kuppenheimer,  etc.    Indeed,  so  important  are  the 


ADVERTISING  249 

benefits  to  be  derived  from  advertising  that  it  has 
come  to  be  recognized  as  a  field  for  the  speciahst. 
Like  other  great  enterprises,  it  requires  particular 
study.  The  day  has  long  passed  since  it  was 
thought  that  to  create  an  effective  advertisement 
demanded  no  special  training. 

2.  Ideas  Back  of  Advertising.  —  The  man  who 
is  writing  an  advertisement  has  to  be  famihar  with 
that  which  he  wishes  to  advertise  and  the  pubhc 
to  whom  he  expects  the  advertisement  to  appeal. 
Then  he  must  shape  his  advertisement  to  bring 
about  desired  results.    This  requires: 

1.  Purpose.  —  He  realizes  that  the  public  has  not 
much  time  to  devote  to  the  reading  of  advertisements. 
Whatever  is  told  must  be  told  briefly  and  vividly. 
Therefore  the  idea  first  presented  must  arrest  atten- 
tion, create  the  right  impression,  and  fit  in  with  the 
ideas  that  follow.  In  large  headlines,  a  firm  adver- 
tised: The  State  is  Behind  this  Opportunity,  and  then, 
in  smaller  type,  explained  the  opportunity  and  the 
reasons  for  the  State  Banking  Department's  holding 
the  sale  of  real  estate.  This  advertisement  aroused, 
at  the  outset,  the  interest  of  the  reader,  for  the 
headlines  served  as  a  guarantee  of  the  worth  of  the 
scheme. 

Illustrations  or  designs  should  have  a  connection 
with  the  main  idea.  A  national  telephone  and  tele- 
graph company  once  illustrated  its  advertisement 
with  two  companion  pictures.  In  the  upper  right- 
hand  corner  of  one,  a  man  was  represented  as  talking 
through  a  transmitter  the  wire  of  which  reached  but 


250  ENGLISH  FOR  BUSINESS 

one  house  in  a  group  of  twenty  shown  in  the  fore- 
ground. In  the  upper  left-hand  corner  of  this  picture 
was  printed:  Europe;  iOO  People;  20  Houses;  1 
Telephone.  In  the  other  picture,  another  man,  sim- 
ilarly placed  on  the  left  side,  was  talking  through  a 
transmitter  the  wires  of  which  connected  with  ten 
houses  in  a  group  of  twenty.  In  the  upper  right- 
hand  corner  of  this  illustration  was  printed:  United 
States;  100  People;  20  Houses;  10  Telephones, 
Beneath  these  two  illustrations,  in  large  type,  was 
printed:  Results  Compared  with  Theories.  Then  fol- 
lowed, in  parallel  columns,  the  effects  of  each  condition 
pictured  above.  This  advertisement  arrested  atten- 
tion, was  well  arranged,  convincing,  and  effectively 
illustrated. 

2.  Selection.  —  Only  such  essential  points  should 
be  chosen  as  will  add  strength  to  the  advertisement. 
The  fewer  and  more  striking,  the  keener  the  impres- 
sion will  be.  The  selection  should  be  made  with  the 
aim  of  convincing  the  reader  that  the  article  meets 
every  quality  ascribed  to  it.  Some  advertisers  have 
neglected  to  state  the  price  of  the  article  and  the 
address  where  it  may  be  obtained.  The  importance  of 
including  these  two  facts  is  too  obvious  to  need 
comment. 

3.  Arrangement.  —  The  order  in  which  you  present 
what  you  have  to  say  counts  with  the  reader.  The 
heavy  or  "display"  lines  should  act  as  guides  to  the 
less  emphasized  material.  Important  general  state- 
ments should  be  followed  by  related  details.  The 
mere  mechanical  appearance  of  the  advertisement 
counts  heavily  for  or  against  it. 


ADVERTISING  251 

3.  Testing  Advertisements.  —  The  local  retail 
advertiser  can  test  the  efficiency  of  his  advertise- 
ment by  direct  results.  His  advertisement  is  in- 
serted in  the  paper  to-day,  calling  attention  to  a 
special  sale  to-morrow.  To-morrow  evening  he  can 
ascertain  whether  his  advertising  has  paid  or  not. 

The  national  advertiser  can  test  the  value  of 
his  advertisement  only  in  a  general  way.  By  means 
of  a  key,  that  is,  a  special  identification  mark  in 
his  address  like  DepL  C  or  DepL  106,  which  differs 
with  each  medium  employed,  he  can  tell  which 
pubfications  create  the  greatest  interest  in  his  goods. 
If  he  offers  free  samples,  or  can  supply  prospective 
customers  with  his  goods  through  the  mails,  he 
often  includes  in  his  advertisement  a  coupon  or 
order  form,  which  is  to  be  cut  from  the  advertise- 
ment, filled  out,  and  mailed  to  the  given  address. 
This  coupon  or  order  form  differs  slightly  in  each 
medium  employed,  and  so  serves  the  advertiser 
as  a  key,  besides  providing  him  with  a  mailing  list 
for  follow-up  work. 

Herbert  N.  Casson  makes  the  following  interesting 
statement,  which  it  is  well  to  bear  in  mind: 

Costly  as  it  is,  in  these  inefficient  days,  advertising  is  not 
an  added  expense  any  more  than  the  railway  is,  or  the 
telegraph,  or  the  telephone.  It  pays  for  itself  more  and 
more.  It  prevents  laziness  and  stagnation.  It  makes  us 
hustle  and  produce  more  wealth.  Cut  off  all  advertising  for 
one  year,  and  there  would  be  a  sensational  decrease  in  our 
output.    At  once  the  pace  would  slacken,  the  energy  would 


252  ENGLISH  FOR  BUSINESS 

diminish,   and  the  fate  that  threatens  all  moving   things 
would  be  upon  us. 

SUBJECTS  FOR   ORAL  DISCUSSION 
Exercise  116. 

1.  Advertising  as  an  educational  force. 

2.  The  relation  of  advertising  to  inventions. 

3.  The  effect  of  advertising  upon  the  selling  price  of 
commodities. 

4.  The  training  and  native  talent  required  of  a  success- 
ful writer  of  advertisements. 

5.  Salaries  of  writers  of  advertisements. 

6.  The  bill  board  advertiser  as  an  enemy  of  the  land- 
scape architect. 

7.  Electrical  advertising. 

8.  The  dependence  of  newspapers  and  magazines  upon 
advertising. 

9.  The  effect  of  modern  advertising  upon  the  work  of 
the  middleman. 

10.  Cost  of  advertising  in  a  daily  in  your  town. 

11.  Methods  of  checking  up  general  advertising. 

12.  The  importance  of  window  displays  in  retail  business. 

13.  Various  methods  of  advertising  retail  goods. 

14.  Name  ten  trade-marks  that  you  think  have  made 
commodities  sell.    State  reasons  for  your  opinion. 

15.  The  cost  of  the  distribution  of  samples  in  advertising. 
Discuss  the  effectiveness  of  this  method. 

16.  The  importance  of  illustration  in  advertising. 

17.  Methods  of  advertising  a  book. 

18.  Discuss  the  effect  of  riming  jingle  in  the  "Spotless 
Town"  and  "Road  of  Anthracite"  advertisements. 

19.  The  effect  of  a  guarantee  in  advertising. 

20.  The  value  of  a  general  knowledge  of  advertising  to 
every  man  of  business. 


ADVERTISING  253 

21.  Bring  to  class  advertisements  the  purpose  of  which  is 
to  convince  the  purchaser  of  the  following  qualities  of  the 
article.    By  what  means  is  the  quality  emphasized? 

a.  Comfort 
h.  Economy 

c.  DurabiUty 

d.  Attractiveness 

e.  Convenience 


INVESTIGATIONS  AND  ORAL  REPORTS 

Exercise  117. 

Investigate  through  reading,  or  by  consulting  busi- 
ness men  of  your  town,  any  one  of  the  following  sub- 
jects. Prepare  an  oral  composition  upon  the  topic 
you  select. 

1.  The  work  of  an  advertising  agency. 

2.  The  duties  of  an  advertising  manager. 

3.  Various    mediums    used    by    department    stores    in 
advertising. 

4.  The  founders  of  modern  advertising. 

5.  The  cost  of  running  an  electric  sign. 

6.  The  advertising  work  of  the  board  of  trade  of  your 
town. 

7.  Advertising  in  pagan  days. 

8.  Dr.  Samuel  Johnson's  opinion  of  advertising  in  1759. 
(See  Idler  Paper  No.  ^0,  Jan.  20,  1759.) 

9.  A    fortune    made    through    a    household    necessity 
effectively  advertised. 

10.   "The  CoUege  YeU  Advertisement." 


254  ENGLISH  FOR  BUSINESS 

Exercise  118.— Written 

1.  Expand  any  one  of  the  following  topic  sentences. 
Review  Chapter  IX,  pages  205-220. 

1.  Among  the  best  advertising  mediums,  the  newspaper 
is  in  all  probability  the  most  effective. 

2.  Advertising  has  been  a  factor  in  developing  taste  in 
house  furnishing.' 

3.  A  successful  advertiser  resembles  a  good  salesman. 

4.  Various  mechanical  trades  are  concerned  in  the  making 
of  different  kinds  of  advertisements. 

5.  The  Sunday  edition  of   a    New  York   paper  is   a 
popular  medium  for  the  advertiser. 

6.  It  is  possible  to  make  an  advertisement  a  very  inter- 
esting short  narrative. 

7.  The  name  by  which  a  commodity  is  to   be  adver- 
tised is  of  tremendous  importance. 

8.  To  bring  results,  street  car  advertising  must  be  sim- 
ple and  direct. 

9.  Advertising  is   attracting   the   attention   of  various 
college  and  university  professors. 

10.  Catch  phrases  are   often   useful   in  fixing   the   im- 
pression the  advertiser  wishes  to  create. 

2.  Develop  any  one  of  the  following  subjects  into 
a  short  written  composition. 

1.  Various  methods  of  advertising  bargain  sales. 

2.  Advertising  by  means  of  parades. 

3.  Indirect  advertising  used  by  theatrical  and  concert 
managers. 

4.  The  value  of  the  "  sandwich  man." 

5.  The  street  demonstrator  as  an  advertising  medium. 

6.  The  effect  upon  the  passers-by  of  a  demonstrator  in 
a  window. 


ADVERTISING  255 

7.  The  value  to  an  advertiser  of  a  course  in  design  and 
lettering. 

8.  The  advantage  of  various  methods  of  putting  up 
goods  in  the  advertising  of  common  commodities.  Sugges- 
tion: Develop  by  using  as  examples  such  staple  articles  as 
salt,  crackers,  bacon,  and  corn  meal. 

9.  The  value  of  illustrated  booklets  in  advertising. 
10.  The  effect  of  weather  and  chmate  upon  advertising. 

Exercise  119.— Written 

Construct  effective  advertisements  from  the  follow- 
ing outlines. 

Preliminary  work: 

A.  Read  Chapter  VIII,  pages  186-189. 

B,  Determine  upon  the  advertiser's  purpose. 
Weigh  the  given  topics  to  see  which  are  the  most 
vital  with  respect  to  this  purpose.  Give  these  a 
prominent  place.  Decide  upon  capitalization  and 
punctuation.  Consult  a  local  newspaper  in  planning 
space  effects. 

1.  Telephone  your  order  early  for  a  Pickford;  Harvard- 
Yale  Game;  go  to  Cambridge  in  comfort;  Touring  car  or 
limousine;  Watson,  Main  6100. 

2.  Johnston  Fire  and  Marine  Insurance  Co.;  Johnston 
agents  —  Mansfield  and  Jordan,  25  State  St. ;  Cash  capital 
$3,500,000;  Frank  R.  White,  President;  John  V.  Gallagher, 
Vice-President;  Henry  J.  Works,  Secretary;  Fremont 
Marston,  Treasurer. 

3.  Hanford  Oil  Company,  243  Weston  Ave.,  Chicago, 
111.;  The  first  name  in  oil  is  Hanford;  Discerning  automo- 
biHsts  use  it;   Machinists  are  never  without  it. 

4.  Worcester,  Mass.;  Henry-Ellis  Drop  Forge  Company; 
Tax-Exempt  Seven  Per  Cent  Preferred  Stock;   One  of  the 


256  ENGLISH  FOR  BUSINESS 

four  oldest  drop  forging  companies  in  the  United  States; 
A  most  attractive  and  conservative  local  investment  to  net 
7%;  Tax  free  in  Massachusetts;  Write  to-day  for  special 
circular;  Good  taxable  securities  are  taken  in  exchange; 
Frederick  Mills,  High-grade  investment  securities;  86 
Willard  Street;  New  Haven,  Conn. 

5.  A  rare  old  engraving  is  a  compliment  to  the  taste  of 
the  recipient;  As  a  decoration  for  a  library  it  has  no  equal; 
Steel  engravings;  We  have  the  largest  display  in  Holyoke; 
The  prices  are  amazingly  reasonable;  4  South  Main  Street; 
Thomas  Whitcomb.  (Arrange  and  block  this  to  show  where 
you  would  place  a  copy  of  an  antique  engraving  and  its 
price.) 

6.  Office  desks;  Special  sale;  Mahogany,  flat  top  and 
roll  top,  hard  wood  finish  throughout;  Prices  from  $40  to 
$150.  (Block  and  arrange  this  advertisement  to  show  the 
best  placing  of  an  office  desk  and  its  sale  price.) 

Final  suggestion  for  preceding  exercise : 

Underline  and  indicate,  according  to  the  following 
rules,  the  necessary  emphasis  you  wish  to  give  to  cer- 
tain important  points. 

The  ordinary  roman  type  has  CAPITALS   (called  by 
printers,  "caps"),  small  caps  (i.e.,  capital  letters  usually 
about  half  the  size  of  the  "caps"),  and  "lower  case"  (i.e. 
the  ordinary  uncapitalized  letters)  .  .  . 

To  indicate  on  the  manuscript  ("copy")  that  "caps' 
are  desired,  draw  three  lines,  and  to  indicate  "small  caps' 
draw  two  lines,  under  the  word  or  letter  to  be  capitalized.  . 

To  indicate  italicy  underscore  with  a  straight  fine.     For 
italic  caps,  underscore  with  three  lines  and  add  "italic  caps' 
in  the  margin.     Fonts  of  italic  type  do  not  contain  small  caps 

To  indicate  black-face  or  bold-face  type,  underscore  with 
a  wavy  line,  thus  ^'^-^■^-"^-.^vx-^ 

Manly  and  Powell:  A  Manual  for  Writers. 


ADVERTISING  257 


Exercise  120. —  Written 

Condense  and,  when  necessary,  revise  and  rearrange 
the  following  advertisements  so  that  the  essential  facts 
are  presented  clearly  but  briefly. 

1.  Lost  —  About  12  keys  attached  to  a  key  ring  were 
lost  between  Winchester  Square  and  Main  Street  on  a  State 
Street  car  yesterday,  March  8,  at  about  11  A.  M.  Among 
the  keys  were  three  for  Yale  locks,  one  for  a  suit  case,  and 
one  for  a  mail  box.  Will  the  finder  please  return  at  once 
and  receive  reward. 

2.  Lost  —  A  watch  on  Main  Street  somewhere  between 
State  and  Union  Streets.  It  is  a  Waltham,  gold,  open  face, 
16  jeweled  model.  The  identification  can  be  proved  by  the 
initials  L.  V.  B.  which  appear  on  the  back  of  the  cover. 
Finder  please  notify  L.  Brown,  128  Union  St.,  and  receive 
liberal  reward. 

3.  Lost  —  An  English  bull  dog.  He  is  of  dark  brown 
color  with  white  breast  and  forelegs.  He  has  a  stub  tail. 
The  dog  answers  to  the  name  of  Bim.  He  is  a  medium  sized 
dog  weighing  about  30  pounds.  When  lost,  he  was  wearing 
a  new  brass  collar  with  owner's  name  and  address  engraved 
on  it.    Bim's  license  number  is  2327.    Liberal  reward. 

4.  Lost  —  On  express  of  N.  Y.,  N.  H.,  &  H.  R.  R.  leav- 
ing Hartford  10:40  A.  M.,  and  arriving  in  New  York  at 
2:50  P.  M.,  a  black  and  tan  terrier  having  a  bad  disposition, 
especially  unkind  to  children,  wears  a  black  collar  with 
"Rags"  on  plate.    Tag  No.  2146.    Liberal  reward. 

5.  Found  —  Monday  morning  on  State  Street  near  Main, 
a  man's  bill  folder  containing  bank  bills  and  checks.  Claim- 
ant must  be  able  to  prove  ownership  by  describing  the  con- 
tents in  detail.  The  folder  is  of  alligator  and  bears  the  initials 
R.  M.  P. 


258  ENGLISH  FOR  BUSINESS 

PRACTICAL    PROBLEMS    RELATED    TO    STUDENT   LIFE 

Exercise  121. 

1.  Construct  suitable  advertisements  for  the  follow- 
ing subjects. 

Preliminary  work: 

A.  Decide  upon  an  appropriate  illustration  that 
will  (a)  attract  attention  to  the  printed  matter  and 
(6)  give  something  of  the  spirit  of  the  entertainment. 
Place  the  illustration  on  the  card  in  such  a  position 
that  the  whole  advertisement  will  be  strengthened  by 
its  use.  Remember,  however,  that  the  illustration 
is  not  the  advertisement. 

B.  Appeal  to  patrons  by  selecting  those  points 
that  will  (a)  interest  and  (b)  instruct  (matters  of 
time,  place,  cost,  etc.). 

C.  Express  the  selected  ideas  in  a  striking  manner, 
and  emphasize  the  most  important  ideas  by  giving 
them  positions  of  prominence  and  by  employing  a 
telling  method  of  lettering. 

1.  A  poster  for  your  school  play. 

2.  Posters  to  advertise  a  forthcoming  issue  of  your 
school  paper;  a  ball  game;  a  sociable;  a  dance. 

3.  An  advertising  poster  suitable  for  street  car  use. 
Imitate  those  you  consider,  from  your  study  of  advertising, 
to  be  the  best. 

4.  A  half-page  "ad"  for  your  school  paper  with  the  pur- 
pose of  securing  buyers  for  your  school  annual. 

5.  Design  for  a  postal  card  "ad"  to  sell  tickets  for  an 
alumni  dinner. 

6.  A  one-page  program  for  a  school  entertainment. 
Make  the  "ads"  of  various  sizes;    decide  upon  a  suitable 


ADVERTISING  259 

scale  of  prices;  and  investigate  the  net  gain  to  the  pro- 
moters of  the  entertainment  if  such  a  program  were  actu- 
ally printed. 

2.  Prepare  a  speech  to  be  given  orally  to  meet  one 
of  the  following  occasions. 

1.  The  seUing  of  tickets  for  a  coming  football  game. 

2.  The  "boosting"  of  a  forthcoming  issue  of  your 
school  paper. 

3.  An  explanation  of  the  pleasures  to  be  realized  by 
supporting  a  play  which  will  be  given  by  your  dramatic 
society  next  month. 

4.  The  advertising  of  a  candy  sale  to  raise  money  for 
some  worthy  cause. 

PRACTICAL    PROBLEMS    OF    A   PERSONAL    NATURE 
Exercise  122. 

Write  advertisements  for  the  following: 

1.  You  desire  a  position  as  bookkeeper. 

2.  You  wish  to  let  your  garage. 

3.  Wanted  —  Stenographer  and  typewriter. 

4.  For  sale  —  A  second-hand  canoe. 

5.  You  need  a  servant  for  general  housework. 

PRACTICAL    BUSINESS    PROBLEMS    RELATED    TO 
COMPOSITION    PRINCIPLES 

The  man  who  writes  a  story  employs  a  certain  technique 
to  make  that  story  effective.  His  choice  of  words  and  the 
mental  images  that  they  invoke,  his  sense  of  proportion,  of 
suppression  of  unessentials,  the  playing  up  of  big  points,  the 
whole  Uterary  craftsmanship  which  makes  a  short  story 
effective,  or  a  long  story  effective,  for  that  matter,  has  an 
object  not  dissimilar  from  that  of  the  advertisement  writer. 
He,  too,  has  a  story  to  tell,  a  story  addressed  to  the  same 
mind,  and  while  his  ulterior  object  is  to  make  you  like,  not 


260  ENGLISH  FOR  BUSINESS 

his  story,  but  the  article  he  is  describing,  in  a  sense  it  is 
the  contents  of  his  advertisement  to  which  he  wishes  to 
draw  attention,  just  as  on  the  part  of  the  story  writer  it 
is  the  contents  of  the  story  —  the  idea  in  it  or  the  charac- 
ters—  which  the  story  writer  is  trying  to  sell  you.  It  is 
easily  believable  that  the  advertisement  writer,  who  is  other- 
wise well  equipped,  can  learn  much  from  the  art  of  writing. 
Ernest  Elmo  Calkins:  The  Business  of  Advertising. 

With  this  statement  in  mind,  re-read  in  preparation 
for  the  exercises  which  follow : 

Chapter  VII,  pages  169-175,  Emphasis  in  the  Sentence 

Chapter  VIII,  pages  186-189,  Mass  in  the  Paragraph 

Chapter  VI,  pages  135-140,  Words 

Chapter  IX,  pages  190-234,  Narrative,  Descriptive,  Exposi- 
tory, and  Argumentative  Paragraphs 

NARRATIVE    ADVERTISEMENTS 
Exercise  123. 

1.  Examine  the  following  advertisements,  which 
employ  the  story  telling  method.  What  is  the  writer's 
purpose  in  each.^    How  does  he  secure  his  effects.'^ 

1.  A  talk  that  cost  a  quarter  of  a  miUion  dollars^ 

"I  tell  you,  gentlemen,  —  the  thing  can  be  done. 

"People  are  learning  the  difference  in  motion  pictures. 
You  say  to  produce  the  type  of  picture  I  am  asking  you 
for,  would  cost  you  $20,000  a  week. 

"Well  — what  if  it  does! 

"I  will  spend  $5,000  a  week  to  teU  the  truth  about 
what  you  are  doing  —  and  the  public  will  spend  $50,000 
a  week  to  see  your  pictures." 

This  is  a  pretty  literal  report  of  a  meeting  in  my 
office  a  good  many  months  ago. 

1  The  Saturday  Evening  Post. 


ADVERTISING  261 

Following  this  is  the  advertisement  designed  to 
attract  the  attention  of  moving  picture  patrons  and 
managers.  At  the  conclusion  is  a  promise  for  next 
week's  Post  of  a  story  deahng  with  the  first  Mutual 
Master  Pictures. 

2.  Two  Englishmen  living  in  Australia  quar- 
reled and  one  fled,  followed  by  the  other's 
vows  of  vengeance. 

The  first  man  said  to  himself — "The 
surest  way  to  get  him  is  to  go  back  to  Lon- 
don, and  wait  for  him  in  Trafalgar  Square. 
He's  sure  to  pass  there  some  day  —  every- 
body does." 

He  kept  his  post  patiently  each  day  and 
a  few  weeks  later  spied  his  man  in  the  pass- 
ing crowd,  and  "got  him." 
At  42nd  Street  and  Broadway,  New  York, 
(like   Trafalgar    Square,    London)    "every- 
body who  is  anybody  from  everywhere"  is 
sure  to  pass  some  time,  —  more  than  200,000 
people  pass  every  day  and  night. 
Think  of   the  opportunity  of  placing  here 
a  spectacular  electrical  display  so  dominat- 
ing that  it  forces  the  attention  and  leaves  an 
impression  on  the  mind  of  every  individual. 
And  the  total  cost  including  construction, 
lighting,    and    maintenance    is    less    than 
$35.00  a  day. 

We  should  be  glad  to  send  any  national 
advertiser  full  particulars  regarding  this 
wonderful  force  in  modern  pubHcity,  which 
has  made  the  "Great  White  Way"  famous 
the  world  around. 

The  O.  J.  GuDE  Co.,  N.Y. 


262  ENGLISH  FOR  BUSINESS 

2.  Make  a  collection  of  advertisements  that  tell 
a  story  or  start  out  in  an  effective  narrative  manner. 
Analyze  five  at  least  to  discover  the  writer's  method 
(a)  of  securing  attention,  (b)  of  sustaining  interest,  (c) 
of  chnching  the  point  of  the  advertisement. 

3.  Write  a  story  advertisement  planned  to  bring 
the  following  commodities  in  a  striking  way  before 
the  public. 

Preliminary  Work: 

Study  the  article.  Decide  upon  the  point  which  you 
wish  to  emphasize  in  the  mind  of  the  reader.  Plan 
your  story  to  lead  up  to  it.  Analyze  both  your  pubhc 
and  the  characteristics  of  the  article  to  discover  how 
best  you  can  secure  your  aim  through  design^  il- 
lustration, and  style  of  type.  (See  suggestions, 
page  256  of  this  chapter.) 

A  screen  for  open  fireplaces  A  sectional  bookcase 

An  alarm  clock  A  dictaphone 

A  coat  hanger  A  gas  range 

A  vacuum  cleaner  An  automobile 
An  electric  iron 

DESCRIPTIVE    ADVERTISEMENTS 
Exercise  124. 

1.  Re-read  the  advertisements  in  Chapter  VI.  Select 
those  that  are  descriptive  in  purpose  and  plan. 

2.  Make  a  collection  of  descriptive  advertise- 
ments. Show  how  in  each  advertisement  the  descrip- 
tive method  suited  the  exploiting  of  the  commodity 
better  than  any  other.  Study  in  detail  the  advertise- 
ment in  your  collection  which  you  consider  the  most 
effective.  Analyze  to  find  devices  (a)  for  attracting 
the  attention  of  the  reader,  (6)   for  interesting  the 


ADVERTISING 


263 


reader,  (c)  for  conveying  the  dominant  characteristics 

of  the  commodity  advertised. 

3.   Write  a  descriptive  advertisement  with  the  pm-- 

pose  of  selHng  any  one  of  the  following: 

Oriental  rugs  A  certain  make  of  skates 

Chinese  grass  chairs        A  stock  of  pianos 


A  country  estate 

An  office  desk 

A  new  line  of  shoes 


A  new  model  bicycle 
Filing  cabinets 


EXPOSITORY   ADVERTISEMENTS 
Exercise  125. 

1.   Study  the  following  advertisements  to  discover 
(a)  the  writer's  aim,  (6)  his  plan   (i.e.,  his  selection 

Why  Seattle  Mortgages 

First,  the  most  solid  form  bf  security 
— a  mortgage  on  carefully  appraised,  im- 
proved city  real  estate.  Second,  this 
safest  form,  in  the  part  of  the  country 
where  its  interest  rate  is  safely  higher; 
this  simply  because  the  demand  for  cap- 
ital here  is  stronger  in  relation  to  the 
supply  than  in  the  eastern  states. 

We  will  gladly  send  to  interested  in- 
vestors a  list  of  loans  on  hand.  These 
loans  are  varied  as  to  amounts,  but  the 
list  is  not  large — it  is  limited  by  a  care- 
ful policy  of  mvestigatipn,  each  loan  se- 
lected by  a  standard  based  on  years  of 
experience. 

THE  GUARDIAN  SAVINGS  BANK 

Capital  $100,000 
(SucceMon  to  Joteph  E.  Thomas  A  Co.) 

First  Avenue  and  Columbia  Street 
SEATTLE,  Wa«h- 


and  arrangement  of  points),  (c)  his  methods  of  em- 
phasizing dominant  characteristics.    Account  for  the 


264  ENGLISH  FOR  BUSINESS 

use  of  explanation  rather  than  narration  or  descrip- 
tion in  presenting  these  commodities  to  the  pubhc. 

2.   Make,  as  in  the  preceding  exercises,  a  collection 
of  advertisements.    Aim  to  secure  those  that  explain 


Having  Sold  $1,000,000 

Northwestern  Iron  Company 

First  Mortgage  6%  Serial  Gold  Bonds 

We  Offer  the  Remaining  $500,000-Pnce  Par  and  Interest 

Dated  October  1,  1914.     Coupon  bonds  of  $1„000,  J500  andllOO  Maturing  in  Series  from  Octo- 
ber 1,  1915,  to  October  1,'J934.     Wisconsin  Trust  Company,  Milwaul^ee,  Trustee. 

Secured  by  closed  first  mortgage  on  all  the  Company's  property,  mcluding  its  iron  ore  mine,  two 
modem  blast  furnaces,  by-product  coke  plant,  etc.,  at  Mayville,  Wisconsin,  together  with  1,243  acres 
of  valuable  land  containing  over  10,000,000  toniof  iron  ore.     We  emphasize . 
1^  The  Company  has  had  sixty  years  successful  5— The  Company  can  lay  down  pig  iron  in  Chi- 

operation.  cago  and  Milwaukee  markets  at  prices  that 

2 — The  value  of  the  security  is  over  four  times  enable  it  to  meet  any  possible  competition. 

■*    XK^/r/Jn*  1?,"  ,<,no.:,.  .l«n,   wnnM  brina  S-TU  Stockholders  have  £3,000,000  in  casH 

'-^m'oreTnVh'e  bonT'detr    "°""  '""'•  '-"'••^  '>''""'«  '^-^  '-"«^'- 

4— The  Mortgage  provides  for  sinking  fund  of  7 — The  ownership  is  in   unusually  strong  and 

2Sc.  per  ton  oh  all  iron  ore  mined.  experienced  hands. 

We  strongly  recommend  these  bonds  as  a^rime  investment  offering  unusual  returns. 
Wrila  loJay  for  Circular  No.  868  D;  at»o  photograph*  of  thU  ealaabU  proporty 

Peabodj^Houghteling  &Co. 

(EaublUhed  186S)  10  So.  La  Stille  St.,  Chicago 


the  advantages  of  a  commodity  or  its  unique  qualities 
or  its  special  uses.  Make  clear  to  the  class  why  you  feel 
that  a  certain  advertisement  in  your  collection  force- 
fully conveys  the  writer's  purpose. 

3.   Write  an  explanatory  advertisemejit  to  sell  any 
one  of  the  following: 

A  certain  stove  polish  A  fireless  cooker 

Coke  A  fire  extinguisher 

A  special  brand  of  peas  A  typewriter  such  as  you  use 

A  superior  glue  A  certain  kind  of  engine 

Tested  seeds  A  particular  kind  of  automobile  tire 


ADVERTISING 


265 


Kewanec 

Water  Heating  Garbage  Burners 
Turn  Garbage   Into  Fuel 


The  operation    .  A  small  coat 

fire  15  started  on  tnc  luwtr  niait-.-^.  the  garbage 
being  thro»Ti  into  the  upper  diamber  It  re- 
quires only  a  short  tinw  to  dry  the  garbage. 


Water  Heating  Garbage  BunKrs)  prevents  the 
wet  and  damp  garbage  from  smothering  the  fire 
when  it  is  first  started,  as  it  provides  a  passage 
fcr  the  flames  around  the  garbage. 


Q  If  you  are  the  owner  of  an  apartment 
building,  hotel,  hospital,  restaurant  or 
sanitarium  you  cannot  afford  to  have 
your  garbage  hauled  away. 

CH.  Garbage  contains  much  good  fuel  matter.^ 
And  in  a  Kewanee  Water  Heating  Garbage  Burner 
you  can  use  garbage  and  rubbish  as  part  of  the 
fuel  necessary  for  heating  the  hot  water  needed. 

(Jl  Furthermore,  the  only  really  sanitary  way  of 
disposing  of  garbage  is  by  burning  it  on  the  prem- 
ises where  it  originates  before  it  has  a  chance  to 
decay  and  breed  and  feed  flies,  rats  and  other 
disease    and    filth  carrying    insects    and  vermin. 

a  A  Kewanee  Water  Heating  Garbage  Burner 
will  do  these  two  things  for  you.  It  will  solve 
your  garbage  problem  by  burning  all  your  garbage 
and  rubbish  without  odor — and  it  will  reduce  your 
hot  water  costs  to  a  minimum  by  using  garbage 
and  rubbish  as  fuel 

CI  Our  booklet  "Turn  Your  Garbage  Into  Fuel" 
will  be  sent  you  on  request. 


KE^Afiee  BOILER  0a^^7ANV 

KEWANEE,  UUNOIS 

Steel  Power  and  Heating  Boilers.  Radiators.  Tanks  and  Garbage  Bumeti 
CHICAGO    -     NEW  YORK    -    ST.  LOUIS   -   KANSAS  CITY 


ARGUMENTATIVE  ADVERTISEMENTS 
Exercise  126. 
1.   Re-read  the  essential  characteristics  of  an  argu- 
mentative paragraph.     Re-read  also  the  questions  for 


266  ENGLISH  FOR  BUSINESS 

the  student  to  ask  himself  in  revising  argumentative 
compositions.  See  Chapter  IX,  pages  214-220.  With 
this  prehminary  work  done,  prove  that  the  advertise- 
ment on  page  265  is  argumentative. 

2.  Make  a  collection  of  advertisements  which  in 
purpose  and  form  follow  the  argumentative  method. 
Analyze  the  most  persuasive  one  in  your  collection 
to  see  by  what  means  the  writer  has  convinced  you  of 
the  value  of  the  article  he  has  for  sale. 

3.  Write  an  argumentative  advertisement  upon  one 
of  the  subjects  suggested  for  expository  development. 
(See  page  264  of  this  chapter.)  Imitate  the  most  per- 
suasive advertisement  in  your  collection. 

THE   LETTER   ADVERTISEMENT 

In  order  to  give  a  personal  touch  to  their  advertise- 
ments, advertisers  sometimes  make  their  appeal  in 
letter  form.  Such  an  advertisement  may  be  (a)  a 
letter  of  a  firm  addressed  to  the  needs  of  a  prospective 
buyer  or  (6)  a  letter  of  recommendation  from  a  pleased 
customer  emphasizing  the  advantages  of  an  article 
he  has  bought  or  a  commodity  he  has  enjoyed. 

Exercise  127. 

1.  Examine  the  following  letters :  the  first,  from  the 
advertising  section  of  The  World's  Work;  the  second, 
from  an  advertising  booklet.  Evidence  in  Favor  of 
American  Agriculturist,  Discuss  the  purpose  and 
plan  of  each  letter. 

2.  Write  a  letter,  using  the  first  illustration  as  a 
model,  to  advertise  a  new  book  of  reference. 


ADVERTISING  267 

Scientific  American 

Established   1845 

>IuNN  8c  Co.  Inc. 

WbotwoRTH  Bxjnj>ii*o  233  BROADWKy.NEwr'ybiu& 

Dear  Ur*  Exeoutive; 

It  is  your  desire  to  conduct  your 
"business  in  a  manner  that  will  result  in  the 
greatest  efficiency.   You  cannot  neglect  any 
aid  that  will  seem  to  suggest  new  ideas  or  in- 
form you  what  industrial  developments  are  being 
made  by  other  manufacturers.   The  Scientific 
American  is  designed  to  render  this  service, 
and  the  big  men  of  our  country  are  reading  it. 
In  many  industrial  establishments,  after  being 
placed  on  the  desk  of  the  Executive,  it  is 
passed  among  the  heads  of  departments,  and  sev- 
eral copies  are  often  subscribed  for  in  order 
that  the  employees  may  have  access  to  it. 

In  many  of  our  public  libraries  it  is 
more  read  than  any  other  publication,  not  even 
excluding  magazines  of  fiction.   This  is  the 
only  journal  devoted  exclusively  to  this  field 
of  work,  and  as  it  is  a  weekly  publication  it 
announces  new  developments  before  they  can 
appear  elsewhere.   If  it  is  of  value  to  others, 
both  for  its  contents  and  as  an  advertising 
medium,  would  it  not  be  of  value  to  you?  One 
important  suggestion  or  idea  gathered  from  its 
columns  may  be  worth  more  to  you  than  the  cost 
Of  a  subscription  for  a  life  time. 

Yours  faithfully, 
SuSBcription  Price,  $3.00  a  year.     Sample  copy  on  request 


268  ENGLISH  FOR  BUSINESS 


THI  XMPIRV  STATS  SCHOOL  OF  AGRICULTURE 

At  WATERLOO,  N.  Y. 

FREDERICK  H.  WESSON,  Director. 


Varoh  14,  1916. 

American  Agri cult uri«t , 
Advertising  Dapt .  , 
N«w  York  City. 
Q«Btleoen: 

•I  have  a  little  ooney  this  year  for  advertising 
the  work  of  our  school  and  I  wiah  to  make  it  count  for  all 
that  I  can.   I  have  allotted  to  The  American  Aeri culturist ^ 
as  that  agency  which  has  given  us  the  bast  results  so  far, 
a  great  deal  more  cf  our  appropriation  for  advertising  than 
to  any  other  paper.   It  is  ay  intention  this  year  to  use 
the  large  advertiseoent ,  such  as  we  used  last  year,  only 
twice  and  then  *to  use  a  eicaller  advertisement  twice  a  month 
fron-now  iintil  next  August. 

Youra  very  truly, 


'^t^idtJ,e^'^uk^^e^^Z__ 


Director. 


ADVERTISING  269 

Exercise  128. —  Written 

Write  a  letter  of  recommendation  that  can  be  placed 
in  a  booklet  advertising  an  Indian  Motor-cycle. 

Exercise  129. 

Examine  the  advertising  sections  of  magazines  to 
secure  examples  of  advertisements  similar  to  the 
one  by  Munn  &  Co.  Make  a  collection  of  booklets 
containing  letters  of  recommendation.  Discuss  each 
letter  according  to  the  test  questions  found  in  Chap- 
ter XIII,  pages  288-289. 

Exercise  130. —  Written 

1.  Make  an  advertising  booklet  the  contents  of 
which  will  be  composed  of  letters  recommending  the 
Ford  automobile.  Have  each  of  the  various  letters 
emphasize  a  different  "seUing  point." 

2.  Prepare  an  advertising  circular  to  bring  before 
the  boys  (or  the  girls)  of  your  school  the  special  ad- 
vantages of  the  summer  camp  with  which  you  are 
associated.  Illustrate  with  pictures  showing  scenery, 
equipment,  sports,  and  athletic  squads.  Include  in 
this  circular  three  or  four  letters  of  recommendation 
from  boys  (or  girls)  who  have  attended  the  camp  in 
previous  years. 

3.  Make,  for  an  advertising  campaign  designed  to 
raise  funds  for  suitable  headquarters  for  the  Boy  Scouts 
of  your  town,  a  booklet  containing  information  about 
the  organization,  pictures  of  Scouts  at  work,  and  let- 
ters from  parents  and  boys,  recommending  the  organi- 
zation and  its  ideals. 


Chapter  XIII 

A    GENERAL    STUDY    OF    THE    BUSINESS    LETTER 

1.  Foreword.  — A  century  ago,  business  was 
conducted  on  a  very  limited  scale.  All  letters 
had  to  be  written  by  hand,  postal  rates  were  high, 
postal  transmission  was  slow,  and  poor  transpor- 
tation faciUties  kept  most  commercial  intercourse 
within  restricted  areas.  To-day,  commercial  trans- 
actions reach  all  over  the  world,  and  a  mass  of 
correspondence  is  necessary  to  carry  on  this  great 
volume  of  business.  Fortunately,  improvements  in 
methods  of  correspondence  have  kept  pace  with 
the  expansion  of  trade.  Many  inventions  designed 
to  save  time  and  energy  have  been  perfected,  such 
as  the  typewriter,  duplicating  machines,  and  filing 
cabinets.  The  use  of  the  typewriter  has  resulted 
in  the  adoption  of  a  more  or  less  stereotyped  form 
for  business  letters.  Minor  variations  are  allowed, 
but  in  the  main  all  business  letters  will  be  found 
to  have  one  general  arrangement. 

The  following  illustrates  the  usual  type  of  business 
letter: 

270 


GENERAL  STUDY  OF  THE  BUSINESS  LETTER     271 


Letterhead 


NEWSON  &  COMPANY.  PUBLISHERS 

NEW  YORK— BOSTON— CHICAGO 

73  FIFTH  AVENUE  at  FIFTEENTH  STREET 
NEW  YORK 


Heading 

(date) 


April  19,   1916, 


T  X-  J     +^*«  M3^«  Ralph  W.  Blaokwell, 
Inta-oductory  Business  High  Schiol, 


address 


Salutation       Dear  Sir; 


Body 


Washington,  D.  C 


We  are   sending  you  a  copy  of  BUEHLER'S  MODERN 
ENGLISH  GRAMMAR,   REVISED  1914,  which  is  a  new  edi- 
tion of  "A  Modern  English  Grammar",   first  puhlished 
fourteen  years  ago. 

Having  in  mind  the  excellence  of  the  original 
"book,  we  have  the  fullest  confidence  that   the  au- 
thor's riper  Judgment  as  found  in  the  revised  edi- 
tion of  "A  Modern  English  Grammar"  will  "be  fully 
appreciated  \ty  those  who  are  seeking  a  thoroughly 
up-to-date  English  grammar. 

This  is  the  first  book  on  the  subject  to  incor- 
porate the  new  terminology  recommended  by  the  Joint 
Committee  on  Grammatical  Nomenclature.      Our  author's 
prompt  recognition  of  the  efforts  of  the  Committee 
to  standardize  grammatical  terras  is  being  highly 
commended  throughout   the  country.     The  inclusion  of 
the  new  nomenclature  is  but  one  of  many  excellent 
features   that  have  been  introduced  to  improve  an  al- 
ready conspicuously  successful  textbook. 

We  should  like  to  have  your  frank  criticism  of 
the  work. 


Complimen- 
tary close 

Signature 


Very  truly  yours, 


L 


272  ENGLISH  FOR  BUSINESS 

2.  The  Parts  of  a  Business  Letter.  —  The  six 
parts  of  a  business  letter  are:  the  Heading;  the 
Introductory  Address;  the  Salutation;  the  Body; 
the  Complimentary  Close;  the  Signature. 

A.  The  Heading.  —  The  heading  of  a  letter  gives 
two  important  facts:  the  address  at  which  the  letter 
is  written  and  the  date  of  its  composition.  The 
address  tells  the  recipient  where  a  reply  is  to  be  sent, 
and  therefore  must  be  given  with  such  definiteness 
that  an  answer,  so  directed,  will  not  go  astray.  The 
importance  of  the  date  cannot  be  over-emphasized. 
For  ordinary  filing  and  reference,  it  contains  a  real 
value,  and  in  case  of  a  dispute  it  may  be  of  inestima- 
ble importance. 

The  parts  of  the  heading  may  occupy  one,  two,  or 
three  hues.  These  various  parts  of  the  address  are 
customarily  set  off  from  one  another  by  commas.  The 
address  is  usually  separated  from  the  date  by  a 
comma.  In  the  date,  the  day  of  the  month  is  always 
written  in  Arabic  numerals,  and  is  ordinarily  sep- 
arated from  the  year  by  a  comma.  The  name  of  the 
month  should  be  either  written  in  full  or  correctly 
abbreviated.  If  abbreviated,  it  is  followed  by  a 
period;   otherwise,  by  no  punctuation. 

Specimens  of  Arrangement  of  the  Heading: 

(1) 


Olean,  N.  Y.,  October  1,  1917. 


GENERAL  STUDY  OF  THE  BUSINESS  LETTER     273 

(2) 


202  King  Ave.,  Detroit,  Mich., 
Jan.  4,  1918. 

(3) 


Room  437,  Colorado  Building, 
1342  Broadway,  New  York,  N.  Y., 
May  16,  1918. 

(4) 


868  Main  Street, 
Pittsburgh,  Pa., 
Oct.  26,  1918. 

Note  1 :  Some  firms  omit  the  commas  which  are  usually 
placed  at  the  ends  of  lines  occurring  within  the  heading  and 
the  introductory  address.  Consult  specimen  letter,  Section 
1,  and  Paragraph  2,  Section  5,  of  this  chapter. 

Note  2:  Do  not  follow  the  numeral  indicating  the  date 
with  st,  d,  th.  They  add  nothing  to  the  meaning.  Write 
June  3,  1918. 

Note  3 :  The  months  May,  June,  and  July  are  not  abbre- 
viated.   The  other  months  are  abbreviated  as  follows: 


Jan. 

Apr. 

Oct. 

Feb. 

Aug. 

Nov. 

Mar. 

Sept. 

Dec. 

Note  4:  A  business  letter  is  written  on  only  one  side  of 
the  sheet.  If  the  letter  requires  a  second  sheet,  that  sheet  is 
usually  headed  with  the  number  in  the  center  near  the  top; 
and  on  the  same  line  as  the  number,  beginning  at  the  left- 


274  ENGLISH  FOR  BUSINESS 

hand  margin,  are  placed  the  initials  of  the  recipient;    the 

date  is  written  on  the  same  line,  in  figures  in  the  right-hand 

corner. 

J.  C.  B.  2.  1/3/16. 

E.  B.  &  Co.  to  J.  C.  B.  2.  1/3/16. 

Exercise  131.  —  Written 

1.  Select  your  own  dates  and  make  proper  headings 
for  the  following: 

1.  A  letter  from  yourself. 

2.  A  letter  from  any  small  town  in  your  state. 

3.  A  letter  from  any  large  city  store. 

4.  A  letter  from  a  numbered  office  in  a  city  building. 

5.  A  letter  from  the  office  of  your  school  principal. 

2.   Arrange  and  punctuate  the  following: 

1.  Milwaukee  Jan  18  1918  Wis 

2.  Kearns  Building  14  Apr  Salt  Lake  City  1916  Utah 

3.  16  Oct  New  York  n  y  196  Broadway  1915 

4.  SchuylkiU  Co  Park  Place  1917  May  29  Penna 

5.  EucUd  Ave  277  Oct  31  Cleveland  1918  0 

B.  The  Introductory  Address.  —  The  introductory 
address  comprises  the  title,  name,  and  address  of  the 
person  or  persons  to  whom  the  letter  is  sent.  If  the 
letter  is  addressed  to  a  corporation,  no  title  is  used. 
For  example,  The  Standard  Oil  Co.,  New  York,  N.  Y, 

Mr.  C.  W.  Webster,  Metropolitan  Cashier, 

Equitable  Life  Assurance  Society  of  the  U.  S., 
New  York,  N.  Y. 

The  English  Journal 

68th  Street  and  Stewart  Avenue 
Chicago,  111. 


GENERAL  STUDY  OF  THE  BUSINESS  LETTER     275 

Mr.  E.  C.White 
398  Greene  Ave. 

Brooklyn,  N.  Y.  P.  0.  Box  762, 

Hartford,  Conn. 
Mr.  Henry  B.  Whitney, 

387  Alvey  Street,  P.  O.  Box  512, 

Rochester,  New  York.  Harvard,  Mass. 

The  introductory  address  may  occupy  two  or  three 
lines.  The  first  line  begins  at  the  regular  left-hand 
margin;  the  second  Hne  at  the  second  or  paragraph 
margin;  and  so  on.  Many  firms  are  beginning  to  use 
a  vertical  margin.  See  letter,  Chapter  XIX,  page  341. 
As  always,  abbreviated  words  are  followed  by  periods. 
Commas  generally  separate  the  main  parts  of  the 
address.    A  period  is  usually  placed  at  its  end. 

The  titles  regularly  used  are:  Mr.  (Mister),  in  ad- 
dressing one  man.  If  he  has  acquired  distinction  in 
one  of  the  professions,  that  distinction  is  usually  indi- 
cated. Dr.  (Doctor)  precedes  a  physician's  or  a 
dentist's  name;  Rev.  or  the  Rev.  (the  Reverend)  pre- 
cedes a  pastor's,  priest's,  or  rabbi's  name,  and  Rt. 
Rev.  or  the  Rt.  Rev.  (the  Right  Reverend),  a  bishop's 
name;  Esq.  (Esquire),  once  used  for  men  of  mild 
distinction,  is  now  almost  interchangeable  with  Mr., 
although,  in  the  United  States,  it  is  used  especially 
for  lawyers  and  justices  of  the  peace.  It  follows  the 
name  of  the  person  addressed.  Never  use  both  Mr. 
and  Esq.  in  addressing  an  individual.  Prof.  (Professor) 
legitimately  belongs  to  those  who  hold  positions  of 
professorial  rank  in  our  colleges  and  universities. 
Hon.  (Honorable)  is  used  as  the  title  of  an  important 
government  official;  as,   a  member  of  Congress,   a 


276  ENGLISH  FOR  BUSINESS 

cabinet  officer,  an  ambassador,  governor,  lieutenant- 
governor,  judge,  or  mayor.  Messrs.  (Messieurs)  is 
the  title  of  two  or  more  men  associated  in  business. 
Miss,  the  title  of  an  unmarried  woman,  is  not  an 
abbreviation  and,  therefore,  is  not  followed  by  a 
period.  The  plural  is  Misses.  Mrs,  (Mistress)  is 
the  title  used  in  addressing  a  married  woman.  Mmes, 
(Mesdames)  is  the  plural.  In  addressing  a  letter  to 
a  married  woman,  the  title  of  her  husband  should 
not  be  given.  Do  not  write  Mrs.  Dr.  Jones,  etc., 
but  Mrs.  C.  E.  Jones.  If  she  is  a  widow,  it  is 
customary  to  address  her  by  her  Christian  name. 
Write  Mrs.  Lucy  West  rather  than  Mrs.  Claude  West. 
Titles  conferred  by  colleges  and  universities,  if 
mentioned,  as  a  rule  follow  the  name.  The  most  dis- 
tinguished of  these  titles  are  Ph.D.  (Doctor  of  Philoso- 
phy; LL.D.  (Doctor  of  Laws);  Litt.D.  (Doctor  of 
Literature) ;  D.C.L.  or  J. CD.  (Doctor  of  Civil  Laws) ; 
D.D.  (Doctor  of  Divinity);  Mus.D.  (Doctor  of 
Music);  M.D.  (Doctor  of  Medicine) ;  D.D.S.  (Doctor 
of  Dental  Surgery).  When  the  title  which  precedes  the 
name  is  equivalent  to  the  title  which  follows,  use 
only  one.  Do  not  write  Dr.  J.  B.  Shaw,  M.D.  Write 
Dr.  J.  B.  Shaw  or  J.  B.  Shaw,  M.D. 

Note:  For  an  exhaustive  list  of  titles,  see  Appendix  C. 

Exercise  132. —  Written 

Write  the  suitable  title  for  each  of  the  following. 
Arrange  the  introductory  addresses  properly. 

1.  Smith  &  Brown  (business  firm),  Kalamazoo,  Mich. 

2.  Charles  W.  Eliot  (Doctor  of  Laws),  ex-President  of 
Harvard  University,  Cambridge,  Mass. 


GENERAL  STUDY  OF  THE  BUSINESS  LETTER     277 

3.  Ellen  Fairfax  (unmarried),  Flushing,  L.  I. 

4.  The  governor  of  your  state. 

5.  John  S.  Hales  (physician),  Birmingham,  Ala. 

6.  W.   A.    Neilson  (Doctor   of  Philosophy),  Professor, 
Harvard  University,  Cambridge,  Mass. 

7.  The  Express  Company  in  your  town. 

8.  Edgar  Sinclair  (private  citizen),  Lansing,  Mich. 

9.  0.  P.  Gilford  (Doctor  of  Divinity),  Boston,  Mass. 

10.  Joseph  Wilson  (Attorney  at  Law),  Belvidere,  N.  J. 

1 1 .  Mary  Parker  (widow  of  Kenneth  Parker) ,  Hot  Springs, 
Ark. 

12.  Mildred  and  Bertha  Blank  (unmarried  sisters), 
Pensacola,  Fla. 

C.  The  Salutation.  —  The  salutation  is  the  cour- 
teous means  of  addressing  one's  correspondent.  It 
stands  directly  below  the  introductory  address  and 
begins  at  the  regular  left-hand  margin..  It  may  be 
followed  by  a  colon,  or  a  colon  and  dash,  or  a  comma, 
or  a  comma  and  dash.  Usage  differs  widely  on  this 
point. 

The  various  common  salutations  of  business  letters 
are: 

Dear  Sir        1        ,.  j  x 

My  dear  Sir  }  ^PP'"**  *°  °"'  '°^"- 

^      ,  ]  apphed  to  two  or  more  men,  a  firm,  or  a 

Gentlemen         ^^  a      i-  j  *       x»  j 

j^       o.  \      corporation.    Apphed  to  a  firm  composed 

J      of  both  men  and  women. 

Dear  Madam,  apphed  to  a  woman,  married  or  unmarried. 

Mesdames  1        i-   i  x    x 

T    J-  apphed  to  two  or  more  women. 

Do  not  abbreviate  any  word  in  the  salutation.  Do 
not  capitalize  the  word  dear  if  it  is  preceded  by  my. 


278  ENGLISH  FOR  BUSINESS 

Exercise  133. —  Written 

Write  the  appropriate  salutations  to  the  following 
addresses. 

1.  Prof.  N.  E.  Griffin, 

Princeton  University, 
Princeton,  N.  J. 

2.  The  Oliver  Typewriter  Co., 

Chicago,  111. 

3.  Messrs.  Forbes  &  Wallace, 

Springfield,  Mass. 

4.  Miss  Jane  Addams, 
Hull  House, 
Chicago,  111. 

5.  Mmes.  Baxter  &  Rowe, 

El  Paso,  Tex. 

D.  The  Body.  —  The  body  of  the  letter  contains 
the  information  which  you  desire  to  convey.  Its 
contents  differ  according  to  the  purpose  of  the  letter. 
In  another  chapter  some  of  the  various  aspects  of 
this  very  important  division  will  be  dwelt  upon. 

E.  The  Complimentary  Close.  —  Just  as  the  salu- 
tation is  a  sign  of  courtesy  in  opening  a  letter,  so  the 
comphmentary  close  is  a  sign  of  courtesy  in  ending  it. 
Its  omission  would  be  a  sign  of  very  bad  taste.  To 
abbreviate  it  would  be  discourteous. 

Ordinary  business  letters  commonly  conclude  with: 
Yours  truly,  Truly  yours,  Very  truly  yours.  Yours 
very  truly.  In  case  respect  is  especially  intended,  the 
word  respectfully  may  be  substituted  for  truly. 

Only  the  first  word  of  the  complimentary  close  is 
capitahzed.     This  closing  should  occupy  a  line  in 


GENERAL  STUDY  OF  THE  BUSINESS  LETTER     279 

itself  and  should  begin  about  half  way  between  the 
margins.    It  is  followed  by  a  comma. 

F.  The  Signature.  —  The  signature  of  the  letter, 
which  is  the  writer's  name,  is  important  not  only  as 
indicating  to  whom  a  reply  should  be  sent,  but  also 
as  showing  who  is  responsible  for  the  contents  of  the 
letter.  The  signature  stands  below  the  comphmen- 
tary  close. 

When  the  writer  is  the  representative  of  a  firm  or 
corporation,  the  name  of  the  firm,  often  in  typewritten 
form,  precedes  that  of  the  writer.  The  writer's  name 
and  his  official  position  are  usually  placed  beneath  the 
name  of  the  firm.  Sometimes  merely  his  initials  are 
indicated,  preceded  by  the  word  per. 

THE  WHITFORD  HAMMOCK  COMPANY 

Treasurer, 
'   WILLIAMS  BOOK  COMPANY 

HANFORD  BAKING  POWDER  CO. 

Superintendent. 

FRANKLIN  SOMES  SCHOOL 

ieA.  /if.  d.  o/t. 

A  business  man  should  always  sign  his  name  in 
the  same  way.    If  his  name  is  John  Arthur  Jones,  he 


280  ENGLISH  FOR  BUSINESS 

should  consistently  sign  it  in  one  of  these  manners: 
John  Arthur  Jones,  John  A,  Jones,  J.  Arthur  Jones, 
J.  A.  Jones,    His  signature  should  be  legible. 

A  woman  writing  a  business  letter  places  her  title, 
Miss  or  Mrs.,  in  parentheses  either  directly  before  her 
signature  or  below  it  at  the  left.  In  other  words,  she 
should  place  within  the  parentheses  the  name  and 
title  she  expects  her  correspondent  to  use  in  his 
answer. 

(Miss)  Ada  Clark 

Lucy  E.  White 
(Mrs.  John  W.) 

Exercise  134. —  Written 

1.  Write  a  letter  to  Perry,  Mason  Co.,  Boston, 
Mass.,  enclosing  $2.00  for  a  year's  subscription  to 
The  Youth's  Companion  beginning  with  the  current 
number. 

2.  Write  to  the  American  Cloak  and  Suit  Co., 
333  Wabash  Ave.,  Chicago,  111.,  asking  for  samples 
and  a  catalogue  of  their  winter  styles. 

3.  There  is  a  reason  why  you  wish  to  be  reheved 
of  some  requirement  at  school.  Write  a  letter  to  the 
principal  asking  the  favor. 

4.  Write  a  letter  to  The  Saturday  Evening  Post, 
Independence  Square,  Philadelphia,  Pa.,  stating  a 
change  in  your  address.  Indicate  your  old  and  your 
new  address. 

5.  You  wish  to  go  on  a  vacation.  Write  to  some 
hotel  at  the  chosen  place  inquiring  about  rates,  loca- 
tion, etc. 


GENERAL  STUDY  OF  THE  BUSINESS  LETTER     281 

3.  Business  Stationery.  —  The  common  size  of 
a  business  letter  sheet  is  about  8|  by  1 1  inches.  Two 
sizes  of  envelopes  are  used  with  it.  One,  31  by 
6yV  inches,  is  known  as  the  common  business  en- 
velope. The  other,  4|  by  9i  inches,  is  called  the 
official  envelope.  Business  paper  and  envelopes 
should  match  in  color  and  quaUty.  A  plain  white 
paper  of  fine  texture  is  considered  the  best  taste. 

Most  business  concerns  use  specially  prepared 
stationery.  Printed  headings,  in  desired  arrange- 
ment, stand  near  the  top  of  the  letter  sheet  and 
include  the  name  of  the  firm,  its  business,  and  loca- 
tion. Only  the  date  needs  to  be  supplied  to  com- 
plete the  heading.  In  the  upper  left  hand  corner 
of  the  envelope  are  printed  the  firm  name  and 
address,  and  certain  directions  for  a  return  of 
the  communication  if  not  delivered  within  a 
specified  time. 

In  sending  out  statements,  checks,  etc.,  when  it 
is  necessary  or  desirable  to  save  time  in  addressing, 
the  window  envelope  is  used.  In  the  front  of  this 
envelope  an  oblong  opening  is  cut,  across  which 
is  pasted,  inside,  a  piece  of  strong  waxed  paper;  or 
a  space  on  the  front,  of  the  proper  size  and  shape, 
is  so  treated  that  it  becomes  transparent  and  allows 
the  address  to  show  through.  The  sheet  contained 
in  the  envelope  is  folded  in  such  a  way  that  the 
introductory  address  comes  under  the  opening  and 
can  be  read  through  the  transparent  paper.  If 
the  envelope  is  large  enough  to  contain  the  sheet 


282  ENGLISH  FOR  BUSINESS 

without  folding,  the  address  on  the  latter  is  so 
spaced  as  to  come  under  the  opening.  (See  illus- 
tration No.  II,  Figs.  11-15.)  The  use  of  these 
envelopes  for  letters,  although  not  very  general,  is 
rapidly  increasing. 

4.  Folding  a  Letter.^  —  For  the  common  busi- 
ness envelope,  fold  the  lower  edge  of  the  letter 
sheet  up  to  within  half  an  inch  of  the  upper  edge. 
Crease  this  fold  evenly  and  firmly.  Illustration  I 
(Fig.  1).  Turn  this  folded  sheet  so  that  its  cut 
edge  lies  squarely  at  the  right  hand,  with  the 
folded  one  at  the  left.  (Fig.  2).  In  this  position, 
fold  from  below  upward  one  full  third  (Fig.  3), 
and  from  above  downward,  bringing  the  edge  to 
within  half  an  inch  of  the  lower  fold.  (Fig.  4). 
Insert  the  letter  in  the  envelope  so  that  this  lower 
fold  is  at  the  top.  (Fig.  5). 

For  official  envelopes,  fold  the  paper  down  from 
the  top  one-third  its  length,  fold  up  one-third  from 
the  bottom  (Fig.  6),  and  insert  in  the  envelope 
with  the  lower  fold  at  the  bottom.  (Fig.  7). 

In  folding  the  half  sheet,  fold  over  the  right-hand 
end  a  scant  third  and  crease.  Illustration  II 
(Fig.  8).  Fold  over  the  left-hand  end  so  that  the 
edge  is  within  one-half  inch  of  the  first  fold.  (Fig. 
9).  Insert  in  the  envelope  with  the  first  fold  at 
the  top.  (Fig.  10). 

^  Note  to  the  Teacher:  Use  the  small  letters  on  the  figures 
in  giving  practice  lessons. 


GENERAL  STUDY  OF  THE  BUSINESS  LETTER     283 


(>. 


284 


ENGLISH  FOR  BUSINESS 


1 


/2- 


If 


X 


GENERAL  STUDY  OF  THE  BUSINESS  LETTER     285 

6.  The  Envelope.  —  The  addressed  envelope 
must  carry  the  name  and  the  address  of  the  person 
or  persons  to  whom  the  letter  is  sent,  and  the 
proper  postage.  If  the  letter  goes  to  a  city,  be 
sure  to  give  the  street  and  number.  If  it  goes  to  a 
very  small  town  or  village,  give  the  name  of  the 
county.  Whether  to  village  or  city,  always  give 
the  name  of  the  state.    Illustrations  III  and  IV. 


Ut^ 


1  CUd^u^  ,. 

III 


286  ENGLISH  FOR  BUSINESS 


IV 

Such  words  and  expressions  as  Personal,  For- 
ward, In  care  of  (c/o),  R.F.D,,  etc.,  are  placed  in 
the  lower  left-hand  corner.  The  punctuation  of 
the  address  on  the  envelope  should  correspond 
to  the  method  used  for  the  introductory  address  of 
the  letter. 


GENERAL  STUDY  OF  THE  BUSINESS  LETTER     287 

Exercise  135.  — Written 

1.  Address  envelopes  according  to  the  following 
directions. 

1.  The  Union  Trust  Co.,  Main  St.,  Springfield,  Mass. 

2.  George  H.  Bogardus,  Esq.,  497  Washington  St., 
Rochester,  New  York. 

3.  Miss  Laura  White,  Smith  College,  Northampton, 
Mass. 

4.  Hon.  WiUiam  T.  Pierce,  The  New  Willard,  Washing- 
ton, D.  C. 

5.  Dr.  Fred  W.  Watkins,  234  Bond  St.,  Minneapolis, 
Minn. 

6.  Messrs.  Underwood  and  Pardoe,  63  White  St., 
Wellsboro,  Pa. 

2.  Arrange  and  punctuate  the  following  so  as  to 
make  suitable  envelope  superscriptions. 

1.  Miss  Freda  Witherspoon  r  f  d  Delmar  Tioga  Co  Pa 

2.  Mrs  LesUe  L  Wharton  Allen's  Glen  N  Y  Tioga  Co 

3.  John  B.'WiUiamsDD  Box  273  Oxford  Me 

4.  "Star"  Office  Box  123  Washington  D  C 

5.  Messrs  James  Brown  Watson  and  Co  New  York 
N  Y  Broadway  and  Canal  Sts 

Exercise  136. —  Written 

Write  letters  upon  any  three  of  the  following  sub- 
jects suggested  by  the  actual  experience  of  high 
school  students.  In  revising,  apply  the  subjoined  test 
questions. 

1.  Order  for  school  stationery. 

2.  Order  for  a  class  banner.  Inclose  design  and  written 
specifications. 


288  ENGLISH  FOR  BUSINESS 

3.  Order  for  class  pins. 

4.  Request  for  college  catalogue. 

5.  Request  for  hotel  accommodations  for  an  athletic  team. 

6.  Acceptance  of  an  agency  for  selling  a  fob. 

7.  Card  announcing  the  spring  opening  of  a  school  mil- 
linery department. 

8.  Order  of  athletic  material  for  a  tennis  club  of  six. 
(Consult  a  catalogue  to  get  prices  of  equipment  needed.) 

Questions  for  the  student  to  ask  himself  after  writing  a 
business  letter. 

I.   Form : 

A.  Is  the  letter  well  placed  on  the  page;    i.e.,  are 

the  margins  in  proportion  one  to  another? 

B.  Is  the  heading  arranged  and  punctuated  properly? 

(See  Chapter  XIII,  pages  272-273.) 

C.  Is  the  introductory  address  well  spaced  and  prop- 

erly punctuated?     (See  pages  274.  275,  335.) 

D.  Is  the  salutation  proper  in  respect  to  the  num- 

ber of  persons  addressed,  the  sex,  and  the  social 
or  business  position  of  the  addressee?  Is  the 
salutation  correct  in  capitalization  and  punc- 
tuation? 

E.  Are  the  paragraph  indentations  in  the  body  one 

under  the  other? 

F.  Are  lists  or  enumerations,  if  they  are  needed, 

arranged  so  as  to  make  each  item  clear  to 
the  glance  of  the  reader?  (See  Chapter  XIX, 
page  341.) 

G.  Is  the  complimentary  close  well  spaced  in  rela- 

tion to  the  vertical  margins?  Is  only  the  first 
word  capitalized?  Is  the  comphmentary  close 
followed  by  a  comma?  Is  it  chosen  suitably 
to  the  relation  existing  between  the  writer 
and  his  correspondent? 


GENERAL  STUDY  OF  THE  BUSINESS  LETTER     289 

H.  Is  the  signature  the  one  always  used  by  the 
writer?    Is  it  well  arranged  in  relation  to  the 
compHmentary   close?    If    the   signature    is 
the  name  of  a  person,  is  it  written  by  hand? 

II.   The  Content  of  the  Body: 

A,  Does  each  paragraph  serve  a  definite  purpose  in 

the  development  of  the  main  idea  of  the  letter? 

B.  Is   the   body   paragraphed  according  to  a  plan 

that  brings  out  the  main  ideas  of  the  writer? 

C  Are  the  paragraphs  arranged  so  as  to  show  the 
natural  development  of  the  writer's  thought? 

Z).  Is  the  relation  of  each  paragraph  to  its  neighbor 
expressed,  when  necessary,  by  suitable  con- 
necting words  and  phrases? 

E.  Within  each  paragraph,are  the  sentences  logically 

arranged  and  definitely  connected  by  well- 
chosen  relation  words  or  phrases?  Is  there  va- 
riety in  the  opening  of  the  various  sentences? 
Are  all  unnecessary  repetitions  avoided? 

F.  Does  the  whole  letter  reflect  courtesy,  tact,  a 

feeling  for  clear-cut,  definite  expression? 


Chapter  XIV 

THE  ESSENTIAL  QUALITIES  OF  A  BUSINESS  LETTER 

There  are  certain  notable  qualities  pertaining 
to  all  good  business  letters,  no  matter  what  their 
specific  contents  may  be.  The  writer  who  has 
learned  to  master  these  attributes  has  laid  the 
foundations  for  successful  business-letter  writing. 

1.  Brevity.  —  This  means  the  inclusion  of  every- 
thing bearing  on  the  purpose  of  the  letter  and  the 
exclusion  of  everything  that  seems  foreign  to  its  main 
aim.  It  does  not  mean  abbreviated  English,  omis- 
sions of  necessary  parts  of  speech,  and  similar  mis- 
taken notions.  It  does  not  mean  writing:  "Yours 
rec'd.  Contents  noted."  '*  Will  fill  the  required  no.  of 
orders."  "Y'rs  truly."  It  does  not  mean  trying  to 
squeeze  the  ideas  into  a  night-letter  limit  and,  there- 
fore, making  the  ideas  appear  misshapen.  But  it 
does  imply  a  judicious  selection  of  ideas  and  a  care- 
ful arrangement  of  them  in  as  concise  and  pointed 
a  manner  as  possible.  Brevity  means  saving  as 
much  of  the  time  of  your  correspondent  as  you 
can,  without  sacrificing  clearness.  Brevity  means 
wasting  as  little  of  your  own  time  as  you  can, 
without  sacrificing  courtesy.  Brevity  means  direct- 
ness of  statement.  Brevity  means  stopping  when 
you  have  finished. 

290 


ESSENTIAL  QUALITIES  OF  A  BUSINESS  LETTER    291 

2.  Clearness.  —  You  must  know  what  you  wish 
to  say;  you  must  make  sure  that  what  you  say  will 
convey  the  same  idea  to  your  correspondent  as  it  does 
to  you.  Clearness  imphes  the  inclusion  of  every  essen- 
tial that  will  help  make  the  purpose  of  your  letter 
unmistakable.  A  careless  writer  might  reply  to  a 
firm,  "Your  letter  has  been  received."  A  careful 
writer  would  reply,  "Your  letter  of  January  27  has 
been  received."  Never  assume  that  a  correspondent 
will  be  able  to  supply  details  to  a  general  statement. 
In  some  cases,  he  may  do  so;  but  in  the  large  majority, 
such  loopholes  leave  room  for  errors  and  misin- 
terpretations. Clearness  is  one  of  the  paramount 
requirements  of  all  kinds  of  writing;  but  never  more 
emphatically  so  than  in  the  business  letter. 

3.  Accuracy.  —  A  foggy  or  hazy  or  badly  written 
letter  is  a  bane.  It  confuses  the  recipient  and  reflects 
unpleasantly  on  the  sender.  Accuracy,  which  means 
exactness,  precision,  and  the  hke,  indicates  the 
writer's  habits  of  thought.  It  means  that  the  writer 
is  careful,  not  only  about  the  facts  within  the  letter, 
but  about  the  very  arrangement  of  the  letter  itself. 
It  means  that  he  writes  the  introductory  address 
correctly,  uses  the  proper  salutation  and  complimen- 
tary close,  and  shows  care  in  the  signature.  It  means 
that  he  does  not  fail  to  see  that  such  little  things  as 
grammar,  spelling,  and  punctuation  are  correct.  It 
means  a  statement  of  the  exact  amount  of  a  check 
or  draft,  if  either  happens  to  be  included. 

4.  Courtesy.  —  Loss  of  temper  in  a  business  letter 
is  loss  of  dignity.  Sarcasm  is,  more  often  than  not, 
a  sure  means  of  not  attaining  the  desired  results. 


292  ENGLISH  FOR  BUSINESS 

Familiarity,  especially  if  overdone,  breeds  contempt 
and  thwarts  the  purpose.  On  the  other  hand,  a  letter 
with  a  courteous  tone  always  appeals.  Restraint 
rather  than  extravagance;  simplicity  rather  than 
floweriness;  straightforwardness  rather  than  high 
sounding  phrases;  terseness  but  not  curtness,  —  all 
these  intangible  things  contribute  to  courteous 
tone. 

5.  Completeness  and  Orderliness  of  Presenta- 
tion. —  A  clear  letter  must  be  complete  in  all  its  de- 
tails. A  letter  is  complete  when  it  fully  records  the 
facts  about  the  transaction  with  which  it  deals.  When 
the  ideas  follow  logically  and  coherently,  the  letter 
reveals  careful  and  orderly  presentation.  The  use 
of  method,  that  is,  of  arrangement  based  on  the  pur- 
pose of  the  letter,  will  lead  to  completeness. 

Exercise  137.  —  Oral  and  Written 

1.  Criticize  the  following  letters.  Rewrite  them 
that  they  may  meet  with  full  approval. 

(1) 
Duluth,  Minn.,  Feb.  5,  1916. 

The  Helmer  Furniture  Co., 
St.  Paul,  Minn. 

Gentlemen : 

Your  shipment  at  hand.  One  crate  per  order  20th  not 
rec'd.  What's  the  matter .'^  Withhold  check  till  we  hear 
from  you. 

Yours,  etc., 

Mitchell  &  Williams 


ESSENTIAL  QUALITIES  OF  A  BUSINESS  LETTER    293 

(2) 

St.  Paul,  Minn.,  Feb.  7,  1916. 
Mitchell  &  Williams, 

Duluth,  Minn. 
Dear  Sirs: 

Yours  of  the  5th  inst.  received.  How  can  we  tell  what's 
the  matter  when  you  don't  specify  that  particular  crate 
which  didn't  reach  you.^^  Your  order  was  completely  filled 
at  the  time  of  shipment.  You  had  better  see  the  railroad 
company  about  the  articles.  Your  bill  of  lading  would 
have  told  you  everything  was  sent.  Will  look  for  the  check 
by  return  mail  according  to  earlier  agreement. 
Very  truly  yours. 

The  Helmer  Furniture  Co., 
Per  S.  S.  Chase,  Sec'y. 

2.  A  wholesale  book  dealer  wishes  to  explain  the 
cause  of  a  delay  in  filling  an  order  for  books.  Owing 
to  a  mistake  in  the  address,  the  package  was  returned 
to  the  shipper  a  few  days  after  it  was  mailed.  The 
mistake  was  corrected  and  the  package  shipped  again. 
Write  the  dealer's  letter. 

3.  Read  the  following  letter  written  by  a  high 
school  student  whose  specific  purpose  was  to  compose 
a  tactful  dunning  letter.    Analyze  the  method. 

Springfield,  Mass.,  Apr.  25,  1918. 
Messrs.  Little  &  Morse, 
16  East  Clark  St., 
Baltimore,  Md. 

Gentlemen: 

We  wish  to  advise  you  that  we  have  not  received  your 
check  for  last  month's  account,  amounting  to  $650.50. 


294  ENGLISH  FOR  BUSINESS 

As  you  are  usually  very  prompt  in  your  payments,  we 
believe  that  some  oversight  or  mistake  is  responsible  for  the 
fact  that  we  have  not  yet  received  your  remittance. 

Kindly  inform  us  by  return  mail  if  you  have  sent  your 
check  as  usual,  so  that,  if  we  have  made  an  error,  we  may 
correct  it  at  once. 

We  take  this  opportunity  of  informing  you  that  our  new 
line  of  spring  styles  has  just  arrived  from  the  factory. 
Very  truly  yours, 

THE  MASON  CLOTHING   CO. 

4.  Discuss  the  state  of  mind  of  a  person  who  has 
had  any  one  of  the  following  experiences.  Determine 
upon  the  best  method  of  pacifying  his  or  her  natural 
feelings.  Write  a  tactful  letter  to  meet  each  condi- 
tion, or  give  orally  the  telephone  conversation  if 
the  complaint  is  made  over  the  telephone. 

1.  A  lady  has  bought  an  expensive  traveling  dress,  the 
fabric  of  which  is  so  poor  that  it  gave  way  in  a  number  of 
places  on  the  fourth  wearing.  She  is  starting  off  on  her 
summer  vacation,  and  is  naturally  annoyed  to  find  herself 
deprived  of  this  necessary  garment. 

2.  A  family  entertaining  guests  finds,  after  all  the  shops 
are  closed,  that  only  part  of  the  ice  cream  ordered  has  been 
delivered,  so  that  there  is  not  enough  to  serve  the  guests 
properly. 

3.  Window  shades  which  have  been  ordered  for  a  cer- 
tain room  do  not  fit  the  windows,  although  careful,  written 
directions  were  given.  They  are  returned  to  the  store  in 
person,  and  the  directions  repeated.  When  the  shades  are 
received  the  second  time,  they  are  found  to  be  even  worse 
misfits  than  before. 

4.  A  man  in  the  country,  desiring  a  certain  technical 
work,  writes  to  his  dealer  in  New  York  ordering  the  book, 


ESSENTIAL  QUALITIES  OF  A  BUSINESS  LETTER    295 

with  the  proviso  that  it  be  sent  within  a  week's  time.  He 
receives  a  letter  in  reply  that  the  book  has  been  ordered 
to  be  sent  direct  from  the  pubHsher  in  Boston.  He  waits 
ten  days  without  receiving  the  book.  He  then  writes  again 
to  his  dealer.  Compose  (a)  the  letter  of  the  New  York 
book  concern  in  reply  to  the  customer's  complaint;  (6)  the 
letter  sent  to  the  pubhsher  with  the  object  of  hastening  the 
dehvery  of  the  book;  and  (c)  the  reply  of  the  publisher  to 
the  retailer,  explaining  the  cause  of  the  delay. 

5.  You  have  been  banking  with  a  certain  house  for  a 
number  of  years.  The  officers  know  you,  the  firm  for  which 
you  work  does  business  with  this  bank,  and  yet  a  check  of 
yours,  sent  to  an  out-of-town  house,  is  returned  because,  by 
a  miscalculation,  you  have  overdrawn  your  account  by  a  few 
cents.     Write  a  letter  complaining  of  this  treatment. 

6.  The  rule  of  the  bank  mentioned  in  exercise  5  is 
absolute,  —  no  check  is  honored  unless  the  credit  balance 
equals  or  more  than  equals  the  amount  of  the  check.  As 
an  official  of  the  bank,  write  a  letter  in  which  you  review 
past  relations  with  the  aggrieved  customer,  state  the  bank's 
position,  and  express  a  desire  for  continued  patronage. 


Chapter  XV 

ORAL  ASPECTS  OF  BUSINESS   COMMUNICATIONS 

1.  The  Dictation  of  Business  Letters.  —  Most 
business  men  dictate  their  letters.  Practice  has 
developed  in  them  the  habit  of  saying  what  they 
have  to  say  in  a  few,  clear,  direct,  and  forceful  state- 
ments. They  have  learned  the  practical  value  of 
selecting  and  arranging  their  ideas  to  fulfill  imme- 
diate purposes;  they  have  discovered  the  impor- 
tance of  being  tactful,  lucid,  and  pleasing,  within  a 
limited  space. 

Exercise  138. —  Oral 

1.  Each  member  of  the  class  should  be  assigned  one 
of  the  subjects  below.  He  should  make  an  oral  recita- 
tion by  casting  his  material  in  letter  form,  and  by 
repeating  it  slowly  enough  for  the  other  members  of 
the  class  to  write  it  in  long  hand.^  Later  the  class 
should  discuss  whether  each  dictation  is,  or  is  not,  a 
good  business  letter. 

1.  An  excuse  for  absence  from  school. 

2.  An  excuse  for  absence  from  class. 

3.  Notice  of  a  class  meeting. 

1  If  the  members  of  the  class  understand  shorthand,  this 

exercise  should  be  modified  so  as  to  give  them  practice  in 

this  subject. 

296 


ORAL  ASPECTS  OF  COMMUNICATIONS  297 

4.  Notice  of  postponing  an  athletic  meet. 

5.  Notice  of  a  school  entertainment. 

6.  Notice  of  a  public  debate. 

7.  Notice  of  a  club  meeting. 

8.  An  appeal  for  contributions  for  the  athletic  associa- 
tion. 

9.  The  announcement  of  a  prize  offered  for  high  scholar- 
ship in  EngKsh. 

10.  A  challenge  to  another  class  for  a  public  speaking 
contest. 

2.  Dictate  short  business  letters  in  reply  to  any  five 
of  the  following  advertisements.  (The  same  method 
should  be  employed  as  suggested  in  Exercise  1.) 
Determine  upon  a  definite  purpose.  Select  and  ar- 
range your  material  effectively,  so  as  to  accomplish 
this  purpose. 

1.  LACE  CURTAINS  LAUNDERED. 

Done  like  new;  terms  reasonable. 

2.  TYPEWRITERS  OF  ALL  MAKES 

FOR  SALE; 

NEW    AND    REBUHiT 

.    Williams  Typewriter  Exchange. 

3.  PAINTING  AND  PAPERHANGING. 

Prices  reasonable;  work  guaranteed. 
J.  S.  Fenn,  159  Broad  St. 

4.  Screen  doors  and  windows  made  and 

repaired.    Wilkins  &  Sons. 


298  ENGLISH  FOR  BUSINESS 

5.  FOR  SALE  or  trade,  modern  cottage. 
What  have  you  to  offer?  Address 
K.  L.,  Repubhcan  Office. 

6.  WANTED  —  A  good  stenographer. 
Address  Dr.  S.  E.  Barnes,  45  Oak  St. 

7.  FOR  SALE  — Twin  cyHnder,   7    h.p. 

motorcycle.  Address  J.  X.,  c/o  The 
Times,  Times  Square. 

8.  FOR  RENT  — A  modern  seven-room 

house.  Terms  on  inquiry.  Address 
V.  v.,  c/o  The  New  York  Times,  N.  Y. 
City. 

9.  SEASIDE  COTTAGES 

For  Sale  or  Rent 

Also  lots  on  easy  monthly  payments 

AT  GROTON  LONG  POINT 

6  Miles  East  of  New  London. 

Near  trolley,  fine  fishing,  beach. 

Send  for  Circular. 

JAS.  JAY  SMITH  CO. 

50  STATE  ST.,  NEW  LONDON,  CONN. 

10.  REST    LODGE,   Woodmont-on-the- 

Sound;  eight  miles  from  New  Haven. 
Special  care  for  those  requiring  rest, 
relaxation.  Reneficial  entertainment 
and  sports.  Esthetic  dancing.  Week 
ends.  Special  tariff  for  teachers  dur- 
ing spring  vacation. 
Rox  165. 


ORAL  ASPECTS  OF  COMMUNICATIONS  299 

3.  Mr.  Wm.  Smith  lives  in  Watkins  Glen,  N.  Y., 
during  the  summer.  For  the  winter  he  has  gone  to 
Buffalo  and  has  rented  his  cottage  to  Mrs.  Sarah 
Burgess.  It  so  happens  that  the  roof  springs  a  leak. 
Different  members  of  the  class  should  be  chosen  to 
dictate  the  various  letters  in  this  series. 

1.  Nov.  6,  Mrs.  Burgess  writes  to  Mr.  Smith  about  the 
leak. 

2.  Nov.  8,  Mr.  Smith  writes  Mrs.  Burgess  that  the 
matter  of  repairs  will  be  attended  to  at  once. 

3.  Nov.  8,  Mr.  Smith  writes  to  George  Hogan,  a  tinner, 
to  examine  the  roof,  make  an  estimate  of  the  extent  and 
cost  of  repairs,  and  report  to  him  at  once. 

4.  Nov.  10,  Mr.  Hogan  writes  that  he  has  made  an  ex- 
amination, states  the  probable  cost,  and  asks  if  he  shall 
go  ahead. 

5.  Nov.  11,  Mr.  Smith  writes  to  Mr.  Hogan  to  make 
immediate  repairs. 

6.  Nov.  13,  Mr.  Hogan  acknowledges  Mr.  Smith's 
letter. 

7.  Nov.  13,  Mr.  Hogan  writes  to  Sam  Baker,  Ithaca, 
New  York,  asking  him  if  he  cares  to  assist  him  on  a  tinning 
job,  for  several  days. 

8.  Nov.  14,  Sam  Baker  accepts  Mr.  Hogan's  offer. 

9.  Nov.  19,  Mr.  Hogan  writes  Mr.  Smith  that  the  job 
is  completed  and  states  the  amount  of  the  bill,  which  is 
inclosed. 

10.  Nov.  19,  Mrs.  Burgess  writes  to  Mr.  Smith  thanking 
him  for  his  immediate  response. 

11.  Nov.  21,  Mr.  Smith  returns  Mr.  Hogan's  statement 
with  a  check  for  the  amount  due. 

12.  Nov.  21,  Mr.  Smith  writes  Mrs.  Burgess  that  he  is 
glad  the  repairs  are  satisfactory,  and  expresses  apprecia- 
tion of  her  prompt  notification. 


300  ENGLISH  FOR  BUSINESS 

Exercise  139.  —  Written  and  Oral 
With  five  minutes  for  preparation,  jot  down  ten 
subjects  suitable  for  business  communications.     Dis- 
cuss each  subject  with  the  following  points  in  mind. 

A.  Is  it  really  a  practical  business  subject? 

B.  What  particular  items  must  be  set  forth  with  care 
and  clearness? 

C.  Which  is,  in  each  case,  best  —  a  letter,  a  personal 
call,  a  telephone  message,  or  a  telegram?  Why?  What 
disadvantages  lie  in  each  of  these  means  of  communication? 

2.  The  Telephone  Message.  —  The  telephone 

message  is  really  a  business  communication  that 

retains  many  characteristics  of  the  business  letter. 

Usually  the  name,  as  well  as  the  address  of  the 

speaker,  is  given  first,  and  then  the  matter  in  hand 

is  taken  up.     The  speaker  must  be  able  to  say  what 

he  wishes,  quickly,  accurately,  clearly.     He  has  the 

opportunity  of  getting  immediate  replies  to  some  of 

his  inquiries. 

Exercise  140.  —  Oral 

With  a  hmited  time  at  their  disposal,  let  members 
of  the  class,  working  in  pairs,  dramatize  some  or  all 
of  the  following  telephone  conversations.  Deter- 
mine first  upon  a  specific  purpose  for  each  conversation. 

1.  Between  an  automobile  dealer  and  a  prospective  buyer. 
(See  advertisement  following). 

PROMINENT  MANUFACTURER  has  one  or  two 
slightly  used  cars  which  he  will  sell  at  a  low  figure  and 
on  easy  terms  of  payment  to  a  responsible  party.  Ad- 
dress EDWARD  ABBOTT,  Boulevard  Terrace,  Chic- 
opee,  Mass.    Tel.  4723-R. 


ORAL  ASPECTS  OF  COMMUNICATIONS  301 

2.  Between  a  hotel  clerk  and  a  guest  making  reservations 
for  a  table  of  eight  at  the  hotel  dinner  which  is  advertised 
as  follows: 

THE 
HOTEL  WORTHY'S 
NEW  YEAR'S  CELEBRATION 
AND  DINNER 

Will  be  the  season's  social  event.  Secure 
your  reservations  now  and  enjoy  watching 
the  Old  Year  out  and  the  New  Year  in. 

3.  Between  the  proprietor  of  a  market  and  a  customer 
ordering  goods.  Select  from  the  articles  in  the  foUowing 
advertisement. 

GOOD   THINGS   TO   EAT 


TO-DAY 
SPECIAL  PRIME 
POULTRY 
TURKEYS,  FOWLS 
ROASTING  CHICKENS 

BROILERS 

Choice  Roasts  of  Heavy  Beef, 

Tender  Steaks, 

Native  Veal  and  Lamb, 

Spinach,  Dandehons,  Beet  Greens,  New 

Cabbage,    New    Potatoes,    Celery,    Green 

Peppers,   Lettuce,   Cucumbers,    Grapefruit, 

Oranges,  Bananas.     1916  Maple  Sirup  and 

Sugar. 

CHARLES  E.  BROWN  CO. 

160  Main  St. 

Tel.  1570-157L 


302  ENGLISH  FOR  BUSINESS 

4.  Between  a  real  estate  dealer  and  a  prospective 
client.     Discuss  the  piece  of  property  described  as  follows: 

HERE  is  a  good  and  sure  investment:  2 
building  lots  in  the  Forest  Park  district  on 
Sumner  Ave.,  $700  each;  we  will  guaran- 
tee to  return  the  money  with  5%  interest  at 
the  end  of  2  years  if  you  are  not  satisfied  with 
the  investment;  act  quickly,  it's  a  bargain 
and  will  increase  in  value  very  fast;  we  have 
good  reasons  for  making  this  offer,  which  we 
will  explain  if  you  are  interested.  Call  or 
telephone  between  12  and  3  o'clock.  Chas. 
P.  Corwin  &  Edward  F.  Seymour,  Room 
376,  318  Main  St.    Tel.  4650. 

5.  Between  a  doctor  and  a  druggist. 

6.  Between  a  freight  clerk  and  a  department  store  ship- 
per with  regard  to  certain  foreign  rates. 

7.  Between  the  class  president  and  the  class  treasurer. 

8.  Between  a  decorator  and  a  householder  who  wishes 
to  inquire  prices  and  make  an  appointment  with  the  deco- 
rator for  the  latter  to  call  and  submit  samples  and  estimates. 

9.  Between  a  clerk  at  a  State  Free  Employment  Bureau 
and  a  housewife  who  wants  a  "handy  man"  to  help  in  spring 
cleaning. 

10.  Between  the  clerk  in  the  Information  Booth  at  a 
railroad  station  and  a  person  asking  about  the  time  of  trains 
running  to  a  certain  place,  and  the  price  of  the  ticket. 


Chapter  XVI 

PARLIAMENTARY    PROCEDURE 

The  formal  business  discussions  of  clubs,  socie- 
ties, town  meetings,  and  similar  organizations  are 
conducted  according  to  parliamentary  rule  and 
regulation.  The  following  dramatization,  with  its 
accompanying  footnotes,  should  give  a  student 
sufficient  information  concerning  parKamentary 
procedure  to  enable  him  to  preside  over,  or  take 
part  in,  a  simple  business  meeting. 

BUSINESS  PART  OF  A  MEETING  OF  THE  "FORUM" 

The  President  (pounding  gavel  on  table).  The  meeting 
will  come  to  order  and  the  Secretary  will  call  the  roll. 

(Hereupon  follows  the  roll-call  by  the  Secretary.) 

The  President  We  shall  now  listen  to  the  reading  of  the 
minutes  of  the  previous  meeting. 

The  Secretary.  Mr.  President,^  and  fellow  members  of  the 
Forum.  (Reading.)  "The  regular  meeting  of  the  Forum 
was  held  on  Wednesday  evening,  April  15,  at  7: 15,  with  20 
members  present.  In  the  absence  of  the  President,  the 
meeting  was  called  to  order  by  the  Vice-President.^  The 
minutes  of  the  previous  meeting  were  read  and  approved. 
The  Treasurer  gave  his  quarterly  report,  showing  a  balance 

^  The  presiding  officer  is  always  addressed  by  his  title. 
2  The   Vice-President  presides   over   a   meeting   in   the 
absence  of  the  President,  and  is  called  Mr.  President. 

303 


304  ENGLISH  FOR  BUSINESS 

of  $16  in  the  treasury.  After  his  report,  which  was  accepted, 
it  was  moved,  seconded,  and  carried  that  further  business 
be  laid  aside,  and  that  the  regular  hterary  program  be  taken 
up.  Mr.  Dexter  then  delivered  a  declamation;  Mr.  Wilson 
gave  a  reading  from  A  Tale  of  Two  Cities;  Mr.  HilUs  gave 
an  original  oration  on  Conserving  Our  Forests.  A  debate: 
'  Resolved :  That  the  commission  form  of  government  should 
be  adopted  by  all  cities  having  a  population  of  more  than 
50,000,'  was  decided  in  favor  of  the  negative.  The  speakers 
for  the  affirmative  were  Messrs.  Rich  and  Gordon;  for  the 
negative,  Messrs.  Lewis  and  Hamilton.  After  the  debate 
the  meeting  was  adjourned."  ^ 

The  President:  You  have  heard  the  reading  of  the  min- 
utes.   Are  there  any  corrections? 

Mr.  Thompson:   Regarding  the  debate  — 

The  President  (ignoring  Mr.  Thompson):  Are  there  any 
corrections? 

Mr.  Thompson  (rising) :  Mr.  President  — 

The  President  (recognizing  Mr.  Thompson  because  he  has 
addressed  the  chair):   Mr.  Thompson. 

Mr.  Thompson  (proceeding):  The  Secretary  failed  to 
mention  that  the  judges  of  the  debate  were  Messrs.  Harper 
and  Goodwin,  and  the  Secretary. 

The  President:    The  Secretary  will  please  make  note  of 
the  omission.    Are  there  any  further  corrections?    (Pauses.) 
If  not,   do   I   hear  a    motion    accepting    the    minutes    as 
corrected? 

A  Member  (obtaining  the  floor) :  ^  I  move  that  the  min- 
utes be  accepted  as  corrected. 

1  A  motion  to  adjourn  cannot  be  debated  nor  amended, 
and  is  always  in  order. 

2  To  make  a  motion  or  a  correction,  or  to  take  part  in  a 
discussion,  a  member  must  rise,  address  the  President,  and 
be  recognized.    This  is  caUed  "obtaining  the  floor." 


PARLIAMENTARY  PROCEDURE  305 

Another  Member  (seated) :  I  second  the  motion.^ 

The  President:  It  has  been  moved  and  seconded  that 
the  minutes  be  accepted  as  corrected.  All  in  favor  say 
Aye.  (Here  are  heard  a  number  of  ayes.)  Those  opposed, 
No.     (No  response.)    The  motion  is  carried.^ 

We  next  proceed  to  communications.^  Has  the  Secre- 
tary received  any  communications? 

The  Secretary  (rising) :  Mr.  President,  I  have  a  letter  from 
the  Clay  Society.    It  reads: 

Peabody  High  School, 
Waltham,  Mass., 
May  8,  1916. 
The  Secretary  of  the  Forum, 
Technical  High  School, 
Newton,  Mass. 

Dear  Sir: 

We,  the  members  of  the  Clay  Society,  hereby  challenge 
the  Forum  to  a  debate  to  take  place  before  the  close  of  the 
school  year.  If  you  care  to  accept  our  challenge,  we  shall 
be  pleased  to  have  a  committee  of  ours  meet  a  committee 
of  yours  to  arrange  the  details  of  the  contest. 
Very  truly  yours, 

James  J.  Smith, 
For  the  Clay  Society 

^  AE  motions  must  be  seconded.  To  second  a  motion, 
the  member  remains  seated  and  says,  "I  second  the 
motion." 

2  If  he  prefers,  the  President  may  say,  "It  is  a  vote," 
or  "The  Ayes  have  it." 

^  The  usual  order  of  procedure  is:  Call  to  order,  roll 
call.  Secretary's  minutes.  Treasurer's  report,  communica- 
tions, reports  of  officers  and  committees,  unfinished  busi- 
ness, new  business,  program  for  the  day,  adjournment. 


306  ENGLISH  FOR  BUSINESS 

The  President:  You  have  heard  the  communication  from 
the  Clay  Society  of  the  Peabody  High  School.  What  is 
your  pleasure? 

A  Member  (obtaining  the  floor):  Mr.  President,  I  move 
that  we  pass  to  new  business  at  once  and  consider  this 
communication. 

Another  Member  (seated) :  I  second  the  motion. 

(Hereupon  the  President  puts  the  motion,  which  is  carried.) 

The  President:  We  are  now  under  new  business. 

Mr,  Harper  (obtaining  the  floor) :  I  think  that  this  is  an 
unusual  chance  for  us  to  show  our  abihty  and,  therefore,  I 
move  that  we  accept  the  chaUenge  of  the  Clay  Society  to  a 
debate  before  the  close  of  the  school  year,  and  that  the  chair 
appoint  a  committee  of  three  to  confer  with  a  committee 
from  the  Clay  Society  to  arrange  the  details  of  the  contest. 

A  Member  (seated) :  I  second  the  motion. 

The  President:  You  have  heard  the  motion  that  we  accept 
the  challenge  of  the  Clay  Society  to  a  debate,  before  the 
close  of  the  school  year,  and  that  the  chair  appoint  a  com- 
mittee of  three  to  confer  with  a  committee  from  the  Clay 
Society  to  arrange  the  details  of  the  contest.  AU  those  in 
favor  — 

A  Member  (rising):  Mr.  President,  I  rise  to  a  point  of 
order.  ^ 

The  President:   Mr.  Gordon  wiU  state  his  point  of  order. 

Mr.  Gordon:  This  motion  is  debatable;  and,  therefore, 
should  be  presented  to  the  society  for  discussion. 

The  President:  The  point  of  order  is  weU  taken.  The 
question  is  now  open  for  discussion. 

Mr.  Harper  (obtaining  the  floor) :  In  making  my  motion, 

1  To  rise  to  a  Point  of  Order  or  a  Parliamentary  Inquiry, 
to  object  to  consideration,  or  to  call  for  a  Division,  the  mem- 
ber rises  and  addresses  the  President,  but  does  not  need  to 
wait  to  be  recognized. 


PARLIAMENTARY  PROCEDURE  307 

I  did  so  with  the  sincere  conviction  that  just  such  a  debate 
would  be  a  big  thing.  We  fellows  have  been  doing  some  hard 
work  this  winter,  and  I  beheve  that  this  will  be  an  excellent 
chance  to  show  the  public  at  large  what  stuff  this  society  is 
made  of.  (Applause.)  It  would  be  a  mistake  to  allow  such 
an  opportunity  to  slip  by.    (Takes  seat  amid  applause.) 

Mr.  Gordon  (rising) :  Mr.  President  — 

The  President:  Mr.  Gordon. 

Mr.  Gordon:  What  Mr.  Harper  says  sounds  well  in  theory, 
but  —  I  want  to  ask  him  if  he  considered  that  the  school 
year  is  about  over,  that  we  have  not  done  real  serious  work 
this  past  month,  that  preparation  at  this  time  would  mean 
almost  impossible  effort.  As  a  member  of  last  year's  debat- 
ing team,  I  may  say  for  the  benefit  of  the  uninitiated  that 
such  preparation  is  most  arduous  and  requires  nearly  every 
spare  minute  for  weeks.  Furthermore,  if  the  Clay  Society 
wished  a  debate,  why  didn't  they  send  their  challenge 
earlier?  I  am  certainly  against  a  contest  at  this  time.  I 
see  no  reason,  though,  why  an  acceptance  of  the  challenge 
might  not  be  sent  with  the  understanding  that  the  debate 
take  place  in  the  fall.    (Applause.) 

The  President:  Does  the  speaker  wish  to  move  an  amend- 
ment to  that  effect.'^ 

Mr.  Gordon:  Mr.  President,  I  move  that  the  original 
motion  be  amended  to  read:  that  the  Forum  accept  the 
challenge  of  the  Clay  Society  for  a  debate,  provided  that 
the  debate  be  held  early  next  fall;  and,  furthermore,  that,  if 
the  Clay  Society  consent  to  the  change  of  time,  the  chair 
appoint  a  committee  of  three  to  confer  with  a  committee  from 
the  Clay  Society  on  the  details  of  the  contest. 

A  Member  (seated) :  I  second  the  amendment. 

The  President:  Do  the  mover  and  seconder  of  the  original 
motion  accept  the  amendment? 

Mr.  Harper:  I  do. 

The  Seconder:  I  do. 


308  ENGLISH  FOR  BUSINESS 

The  President:  Is  there  any  further  discussion?  If  not, 
all  in  favor  of  the  motion  as  amended  will  say  "Aye.'* 
(Shouts  of  ayes.)    Those  opposed,  "No."     (Shouts  of  noes.) 

Mr,  Thompson  (rising) :  Mr.  President,  I  call  for  a  Division. 

The  President:  A  Division  is  called  for.  All  in  favor  will 
please  rise  and  stand  until  counted.  (They  do.  The  Secre- 
tary counts  the  number  of  votes,  and  reports  to  the  Presi- 
dent.) Those  opposed  will  now  stand.  (They  do.  The 
Secretary  counts,  and  reports  to  the  President.)  The 
motion  is  carried  by  a  vote  of  15  to  10.  The  Secretary  will 
transmit  our  decision  to  the  Clay  Society.  Is  there  any 
further  new  business?  (No  response.)  If  not,  further  con- 
sideration of  new  business  is  closed.^  Mr.  Secretary,  are 
there  any  other  communications?  (The  Secretary:  There 
are  none.)  Are  there  any  reports  of  officers  and  committees? 
(No  response.)  We  have  now  come  to  unfinished  business. 
If  there  is  nothing  under  this  head,  we  shall  proceed  to  our 
regular  literary  program 

After  the  literary  program  has  been  rendered,  the  Presi- 
dent announces  that  a  motion  to  adjourn  is  in  order. 

A  Member  (obtaining  the  floor) :  Mr.  President,  I  move 
we  adjourn. 

Another  Member  (seated) :  I  second  the  motion. 

The  President:  You  have  heard  the  motion  that  we  ad- 
journ. All  in  favor  say,  "Aye."  (Unanimous.)  I  declare 
this  meeting  adjourned  to  the  fifteenth  of  next  October.^ 

The  following  general  hints  may  be  of  value  for 
ordinary  procedure. 

1.  When  a  motion  is  before  the  house,  another 
motion   may    properly    be    made    and   seconded    to 

1  The  President  returns  to  the  regular  order  of  business. 

2  In  declaring  a  meeting  adjourned,  it  is  well  to  state  the 
date  of  the  next  regular  meeting. 


PARLIAMENTARY  PROCEDURE  309 

amend  the  first  motion,  or  to  postpone  indefinitely 
or  to  a  specified  time,  the  motion  under  consideration. 

2.  When  votes  are  close,  a  Division  of  the  house 
may  be  called  for.  Some  societies  make  provisions 
for  secret  balloting  on  certain  questions. 

3.  The  doing  of  a  thing  contrary  to  rules  is  equiva- 
lent to  suspension  of  rules.  Before  a  thing  can  be 
done  contrary  to  the  regular  rules  of  procedure,  the 
meeting  itself  must  pass  a  vote  by  a  two-thirds  ma- 
jority, allowing  the  suspension  of  rules.  If  the  motion 
is  lost,  the  regular  method  of  procedure  must  be 
followed. 

4.  A  quorum  is  the  smallest  number  of  the  mem- 
bers of  a  society  that  can  transact  business.  Usually, 
the  society  in  its  constitution  determines  how  many 
may  constitute  a  quorum.  In  some  societies  it  is  a 
majority  of  the  active  members;  in  others,  two- 
thirds,  etc. 

5.  Committees  may  be  appointed  by  the  presiding 
officer,  by  nomination  and  vote,  or  by  a  resolution 
which  contains  the  names  of  those  decided  upon  as 
members  of  the  committee.  As  a  rule,  the  constitu- 
tion of  the  society  prescribes  how  its  regular  standing 
committees  are  to  be  formed. 

Exercise  141.  —  Oral  and  Written 

1.  The  foregoing  dramatization  should  be  thor- 
oughly analyzed,  with  special  attention  to  the  foot- 
notes, and  then  should  be  presented  by  members  of 
the  class. 

2.  The  teacher  may,  to  advantage,  plan  a  business 
meeting  to  be  conducted  by  parHamentary  procedure, 


310  ENGLISH  FOR  BUSINESS 

in  which  a  communication  is  received;  a  committee 
submits  a  report;  unfinished  business  and  new  busi- 
ness are  taken  up.  Practice  should  be  given  in  making 
and  seconding  motions,  in  moving  and  seconding 
amendments. 

3.   Let  the  student  investigate  and  discuss: 

1.  The  by-laws  of  a  society. 

2.  The  division  of  duties  among  the  officers. 

3.  The  duties  of  a  member  of  a  society. 

4.  Laying  a  motion  on  the  table. 

5.  Non-debatable  motions. 

6.  The  object,  forms,  and  rules  of  the  Previous  Question. 

7.  The  different  forms  of  amendments  and  rules  govern- 
ing them. 

8.  A  motion  to  reconsider. 

9.  The  methods  of  appointing  tellers  and  conducting  a 
secret  ballot. 

10.  The  methods  of  nominating  candidates. 

11.  Should  a  candidate  for  office  vote  for  himself? 

12.  Amending  a  Constitution. 

13.  The  Purpose  of  a  Constitution. 

14.  A  model  Constitution  for  the  organization  of  a  class. 

Confine  the  discussion  to  the  following  topics. 

Purpose  Meetings 

Condition  of  membership  Quorum 

Forfeiture  of  membership  Amendments 

Officers  By-Laws 

4.   Write  the  minutes  for  Exercise  1. 


Chapter  XVII 

AFTER-DINNER    SPEAKING 

1.  Introductory.  —  Centuries  ago,  our  Anglo- 
Saxon  ancestors  were  in  the  habit  of  gathering  in 
the  long  hall  of  a  chieftain's  castle  for  the  purpose 
of  eating,  drinking,  and  making  merry.  This 
celebration  usually  occurred  after  a  notable  day's 
work  in  the  chase  or  the  battle.  ^  Then,  as  the  glow 
of  good  fellowship  began  to  spread,  the  warriors 
pledged  healths  to  one  another  as  they  quaffed 
their  bumpers  of  ale;  exchanged  complimentary 
remarks,  or,  on  occasions  when  a  stranger  was 
present,  actually  made  formal  addresses.  The 
history  of  other  races  shows  this  custom  of  socia- 
bility to  have  been  almost  as  old  as  the  races 
themselves. 

From  the  earliest  times,  the  banquet  has  per- 
sisted. And  to  it  has  clung  the  custom  of  having 
a  series  of  speeches  at  the  end  of  the  dinner,  which 
seem  to  round  off  the  occasion  properly.  Business 
men  and  women,  professional  men,  clubs,  societies, 
fraternities,  school  orgaiiizations,^  school  classes  — 
all   hold   banquets.     The  banquet  is  one  of  the 

1  See  Beowulf.    See  also  Ivanhoe,  Chapter  XIV. 

2  See  Tom  Brown's  School  Days,  Book  I,  Chapter  VI. 

311 


312  ENGLISH  FOR  BUSINESS 

usual  means  of  bringing  a  large  number  of  men 
and  women  together  either  for  mere  renewal  of 
social  intercourse  or  for  the  celebration  of  some 
special  occasion  or  event. 

And  with  the  growing  frequency  of  banquets, 
after-dinner  speaking  has  come  to  be  recognized 
more  and  more  as  an  artistic  effort  and  less  and 
less  as  a  number  of  rambling  ideas  and  stray  anec- 
dotes jumbled  together.  It  is  the  purpose  of  this 
chapter  to  point  out  the  essential  factors  of  a  suc- 
cessful after-dinner  speech. 

The  following  speech,  in  response  to  the  toast, 
*' Diplomacy,"  was  delivered  at  the  banquet  of  the 
New  York  Chamber  of  Commerce,  November  21, 
1907,  by  Baron  Rosen,  then  Russian  Ambassador 
to  the  United  States. 

Mr.  President  and  Gentlemen:  Whenever  a  diplomat  is 
called  upon  to  deliver  a  public  address,  he  finds  himself  in  a 
position  of  singular  embarrassment.  To  me,  personally, 
to-night,  it  is  enhanced  by  the  fact  that  I  have  to  follow  the 
extremely  eloquent,  serious,  witty,  and  admirable  speech 
of  my  friend  and  colleague.  As  a  matter  of  fact,  a  diplomat 
is  trained  professionally  rather  in  the  science  of  keeping 
mum  —  there  is  no  hquid  allusion  in  that — (Laughter), 
than  in  the  art  of  speaking  out,  especially  pubUcly;  for  the 
game  of  diplomacy  is  usually  supposed  to  be  played  best, 
like  the  game  of  whist,  by  silently  watching  the  fall  of  the 
cards  and  raking  in  the  tricks  that  may  come  your  way  or 
that  are  being  made  for  you  by  your  partner;  (Laughter 
and  applause) ;  and  besides,  there  always  is  a  danger.  But 
that  is  another  story.  I  will,  however,  proceed  to  tell  it  to 
you,  because  it  is  short,  and  will,  I  think,  best  illustrate  the 


AFTER-DINNER  SPEAKING  313 

point  I  wish  to  make.  Many  of  you  gentlemen  no  doubt 
remember  the  great  blizzard  of  March,  1888.  I  was  then 
living  in  New  York,  and  it  made  me  feel  like  home.  So  I 
got  out  my  furs  and  my  snow  boots  and  went  out  to  have  a 
look  at  snow-bound  New  York.  It  was  indeed  a  sight  to 
see.  The  storm  had  banked  up  enormous  masses  of  snow 
against  the  west  side  of  Broadway,  nearly  covering  the 
stoops  and  reaching  high  up  on  the  show  windows  of  the 
shops.  On  one  of  these  snow  banks  some  street  urchins  had 
rigged  up  a  signboard,  bearing  this  highly  appropriate  in- 
scription, "Keep  off  the  grass."  (Laughter.)  These  four 
weighty  words  then  and  there  impressed  themselves  on  my 
brain,  and  ever  since  I  have  been  endeavoring  to  live  up 
to  the  wise  advice  of  these  young  and  precocious  philoso- 
phers. (Laughter  and  applause.)  The  safest  way  of  keep- 
ing off  any  oratorical  grass  would  naturally  be  to  practice 
the  teaching  of  that  Oriental  sage  who  held  that  speech  was 
silver  but  silence  was  gold;  and  I  would,  therefore,  feel 
sorely  tempted  just  now  to  place  myself  on  a  gold  basis 
and  to  stand  pat  on  that  proposition.    (Laughter.) 

But  having  the  honor  of  addressing  the  men  who,  with 
those  who  preceded  them  as  members  of  this  ancient  and 
venerable  and  honorable  body,  were  so  greatly  instrumental 
in  making  the  City  what  it  is  to-day,  and  who  are  going  to 
make  it  what  it  is  soon  destined  to  be,  the  center  of  the 
world's  commerce  and  finance,  (Applause),  I  cannot  resist  the 
temptation  to  register  my  cledm  to  a  modest  share  —  not, 
indeed,  in  their  achievements,  but  in  their  civic  pride  in  the 
phenomenal  growth  and  greatness  of  their  City.  I  venture 
to  base  this  claim  on  the  fact  that  there  was  a  time,  nearly 
a  quarter  of  a  century  ago,  when  it  was  my  good  fortune  to 
have  been,  so  to  speak,  a  New  Yorker  myself,  and  ever  since 
then  I  have  kept  a  particularly  warm  place  in  my  heart  for 
this  City,  where  I  did  what  some  of  you  undoubtedly  did 
likewise  —  I  mean  some  of  those  among  you  who  do  not 


314  ENGLISH  FOR  BUSINESS 

believe  in  race  suicide  —  I  spent  my  honeymoon  here. 
(Applause.)  You  will  see,  therefore,  gentlemen,  that  New 
York  has  always  been  to  me  much  more  than  a  temporary 
home,  a  place  of  transitory  residence.  I  have  never  sailed 
from  your  magnificent  harbor  without  regret,  and  I  have 
never  again  set  my  feet  on  the  soil  of  Manhattan  without 
experiencing  a  feehng  of  joyful  elation  at  again  breathing 
that  bracing  atmosphere  of  boundless  energy  and  buoyant 
hopefulness  which  has  made  this  happy  land  the  Mecca 
of  the  toiling  millions  of  another  older,  more  crowded,  and 
more  sedate  continent,  and  which  has  inspired  the  author 
of  that  charming  book.  The  Land  of  Contrasts,  to  dedicate 
it  in  the  following  words:  "To  the  land  where  I  first  real- 
ized how  much  fife  was  worth  fiving."    (Applause.) 

Gentlemen,  your  President,  in  his  very  kind  and  cordial 
introductory  remarks,  has  been  pleased  to  refer  to  events  of 
days  long  gone  by,  whose  memory,  however,  is  still  kept  green 
in  many  hearts,  as  I  have  been  happy  to  find  upon  my  return 
to  this  country,  after  a  long  absence.  This  has  been  more  of  a 
gratification  to  me  as  I  belong  myself  to  a  generation  who 
witnessed  and  who  shared  in  the  soul-stirring  enthusiasm  that 
greeted  everywhere  in  Russia  the  mission,  after  the  close  of 
the  war,  of  Mr.  Fox  and  Admiral  Farragut,  the  mission  of  the 
American  people  to  the  great  nation  on  the  other  side  of  the 
globe  that  had  extended  to  them  the  hand  of  friendship  in  the 
hour  of  their  trial.  (Great  applause.)  Nature  seems  to  have 
destined  our  two  countries,  so  similarly  situated  in  many  re- 
spects, to  be  and  to  remain  always  the  best  of  friends.  There 
never  have  been,  and  I  trust  never  will  be,  any  justifiable 
grounds  for  pohtical  rivalry  between  them. 

Gentlemen,  in  conclusion,  permit  me  to  express  the  fer- 
vent wish  that  the  time-honored  traditional  friendship  be- 
tween our  countries  may  never  be  clouded  by  any  temporary 
misunderstandings,  and  that  it  may  endure  for  ever  and 
ever.    (Great  applause  and  cries  of  "Good!") 


AFTER-DINNER  SPEAKING 


315 


Humorous 
opening 
to  secure 
attention 


OUTLINE    OF    BARON    ROSEN'S    SPEECH 

I.   Making  a  public  address  always  embar- 
rasses a  diplomat 

A.  My  embarrassment  is  enhanced  by 
the  witty  speaker  who  preceded 
me 

B.  Diplomats  are  usually  expected  to  be 
mum 

1.  Humorous  touch  is  given  by  the 
expression  "  Uquid  allusion  " 
(the  name  of  a  famous  cham- 
pagne is  Mumm's  Extra  Dry). 

2.  Humorous  reference  is  made  to 
the  blizzard  of  1888  and  the 
story  of  "  Keep  off  the  grass." 
Application  —  I  must  keep 
off  oratorical  grass. 


Delicate 
compliments 
to  gain 
approval 


II.  I  want  to  register  my  claim  to  a  modest 
share  in  the  civic  pride  of  this  body 
of  men  (The  New  York  Chamber  of 
Commerce) 

A.  Nearly  a  quarter  of  a  century  ago,  I 

was  a  New  Yorker  myself,  for  I 
spent  my  honeymoon  here 

B.  New  York  has  always  been  to  me 

more  than  a  temporary  home 

1.  I  always  regret  leaving  it 

2.  I  always  experience  elation  when 

I  set  foot  on  its  soil 


316 


ENGLISH  FOR  BUSINESS 


Main  idea 
to  stimulate 
sympathetic 
thought 


III.   Your  country  and  mine  seem  destined  to 
remain  the  best  of  friends 

A.  This  has  been  previously  proved  by 

the  hand  of  friendship  in  time  of 
trial 

B,  There    never  has   been,  and  never 

ought  to  be,  any  justifiable 
grounds  for  political  rivalry  be- 
tween them 


Dignified 
conclusion 
to  leave  a 
striking 
impression 


IV.  May  this  time-honored  traditional  friend- 
ship never  be  clouded  by  any  tem- 
porary misunderstandings 


2.  Successful  Qualities  of  an  After-dinner 
Speech.  —  When  you  have  eaten  an  elaborate 
dinner,  you  do  not  care  for  a  sermon  or  a  lecture. 
Your  fellow-banqueters,  for  the  same  reason,  would 
not  care  for  a  sermon  or  lecture  from  you,  were  you 
called  upon  to  address  them.  A  heavy  dinner 
always  tends  to  make  one  drowsy;  a  good  after- 
dinner  speech  helps  to  keep  one  alert. 

A  good  after-dinner  speech  succeeds  because  : 

1.  It  is  brief.  —  Baron  Rosen's  speech  might  have 
been  deHvered  easily  in  twelve  minutes.  Five  to 
fifteen  minutes  is  the  usual  range;  shorter,  if  possible; 
longer,  only  at  one's  peril. 

2.  It  is  pointed.  —  One  main  idea,  presented 
tersely,  captures  attention.  Concentration  means 
impression.     The  best  marksman  hits  the  bull's  eye 


AFTER-DINNER  SPEAKING  317 

squarely  with  the  first  shot.  In  Baron  Rosen's 
speech,  his  main  idea  was  to  present  widely  the  friend- 
ship between  the  United  States  and  Russia.  Not 
once  did  he  use  a  "  preachy  "  sentence.  He  began 
with  a  humorous  opening  in  order  to  get  his  fellow- 
banqueters  interested;  then  he  made  graceful,  com- 
plimentary remarks  to  show  his  interest  in  them;  and 
then  he  brought  out,  in  a  clear  and  forceful  way,  his 
big  idea.  Note  how  the  speech  gradually  grew  less 
and  less  personal  and  humorous,  and  more  and  more 
dignified  as  it  advanced,  until,  at  the  end,  it  left  a 
distinctly  serious  impression.  Furthermore,  observe 
how  the  Baron  accomplished  his  main  purpose  largely 
through  suggestion  rather  than  detail. 

3.  It  is  entertaining.  —  The  speaker  must  select 
his  material  with  the  object  of  arousing  general 
interest,  and  making  a  sympathetic  appeal.  By  giv- 
ing an  appropriate,  humorous  anecdote,  he  keeps 
those  who  hsten  in  a  happy  frame  of  mind.  The 
anecdote,  however,  must  have  some  relation  to 
what  he  is  saying;  it  should  illustrate  or  emphasize 
some  idea.  A  minister,  on  rising  to  make  an  after- 
dinner  speech,  might  tell  the  following  anecdote  to 
show  his  intention  not  to  deliver  a  sermon. 

During  the  Civil  War,  an  officer  under  the  Government 
called  at  the  Executive  Mansion,  accompanied  by  a  clerical 
friend.    "Mr.  President,"  said  he,  "allow  me  to  present  to 

you  my  friend,  the  Rev.  Mr.  F ,  of .    Mr.  F has 

expressed  a  desire  to  see  you,  and  have  some  conversation 
with  you,  and  I  am  happy  to  be  the  means  of  introducing 

him."     The  President  shook  hands  with  Mr.  F and, 

desiring  him  to  be  seated,  took  a  seat  himself.    Then  —  his 


318  ENGLISH  FOR  BUSINESS 

countenance  having  assumed  an  expression  of  patient  wEiit- 
ing  —  he  said,  "I  am  now  ready  to  hear  what  you  have  to 
say."  "Oh,  bless  you,  sir,"  said  Mr.  F ,  "I  have  noth- 
ing special  to  say.  I  merely  called  to  pay  my  respects  to 
you  and,  as  one  of  the  milUon,  to  assure  you  of  my  hearty 
sympathy  and  support."  "My  dear  sir,"  said  the  President, 
rising  promptly,  his  face  showing  instant  rehef,  and  with 
both  hands  grasping  that  of  his  visitor,  "I  am  very  glad  to 
see  you;  I  am  very  glad  to  see  you,  indeed.  I  thought  you 
had  come  to  preach  to  mel" 

Some  after-dinner  speakers  are  so  clever  that,  in- 
stead of  using  anecdotes,  they  cast  their  whole  speech 
into  terse  and  breezy  epigrams.  But  it  is  only  the 
unusual  person  who  can  do  this  successfully.  Mark 
Twain  excelled  in  this  sort  of  thing.  Here  are  a  few 
epigrams  from  his  responses  at  a  dinner  in  honor  of 
his  seventieth  birthday:  "I  have  achieved  my 
seventy  years  in  the  usual  way;  by  sticking  strictly 
to  a  scheme  of  life  which  would  kill  anybody  else." 
**We  can't  reach  old  age  by  another  man's  road." 
"Exercise  is  loathsome.  And  it  cannot  be  any  bene- 
fit when  you  are  tired;  I  was  always  tired."  "My 
habits  protect  my  life,  but  they  would  assassinate 

you." 

3.  Planning  an  After-dinner  Speech. —  It  is 
wise  to  plan  an  after-dinner  speech.  Usually 
you  are  given  your  subject  in  advance.  Now 
enter  the  needs  of  purpose;  that  is,  a  choice  of 
the  main  idea  which  you  wish  to  convey:  of  se- 
lection; that  is,  a  rapid  inventory  of  your  minor 
ideas,  and  a  choice  of  those  which  will  be  of  vital 


AFTER-DINNER  SPEAKING  319 

service:  of  arrangement;  that  is,  a  grouping  of 
your  ideas  so  that  they  will  stand  out  in  an 
orderly,  well-developed  manner.  It  is  well  to 
select  one  appropriate  anecdote.  Try  to  find  a 
bit  of  humor  that  is  fresh.  Stories  which  we  all 
know  are  liable  to  fall  flat.  ''Should  auld  ac- 
quaintance be  forgot? "  asks  the  poet.  The  answer 
is  "Yes,"  if  it  happens  to  be  a  time-worn  story. 
4.  Delivering  an  After-dinner  Speech.  —  When 
it  comes  to  the  dehvery  of  your  speech,  even 
though  you  may  feel  nervous,  you  must  try  to 
appear  at  ease.  A  nervous  speaker  makes  an  audi- 
ence nervous.  Practice  is  the  big  factor  in  cul- 
tivating ease.  Be  sure  you  know  the  gist  of  your 
speech  —  and,  above  all,  be  able  to  relate  your 
anecdote  tellingly.  Try  to  appear  as  if  every  bit 
of  what  you  said  came  spontaneously.  It  is  im- 
portant to  prepare  your  speech  so  well  that  you 
can  recite  it  readily;  it  is  more  important  to  de- 
liver your  speech  so  that  your  auditors  will  beheve 
that  it  has  come  naturally  and  easily  to  your  mind 
during  its  actual  dehvery. 

Exercise  142.  —  Oral  and  Written 

1.  Let  the  class  assume  it  is  at  a  banquet.  Let 
the  teacher  or  some  student  act  as  toastmaster,  and 
call  on  various  members  to  respond  to  the  following 
toasts.  The  outlines  of  the  speeches  should  have 
been  submitted  and  approved  beforehand.  Care 
should  be  exercised  by  the  students  to  deliver  their 


320  ENGLISH  FOR  BUSINESS 

speeches  in  as  easy  and  spontaneous  a  manner  as 
possible. 

1.  "Of  making  many  books  there  is  no  end."    The  Bible 

2.  The  best  friends  are  the  friends  we  have  now. 

3.  The  spirit  of  loyalty  to  the  school  is  the  best  class 
spirit. 

4.  "A  little  learning  is  a  dangerous  thing."      Pope 

5.  *'He  that  never  thinks  never  can  be  wise."     Johnson 

6.  "  Experience  keeps  a  dear  school,  but  fools  will  learn 
in  no  other."      Franklin 

7.  Books  are  friends  who  can  hold  or  lend  their 
tongues. 

8.  If  we  were  like  what  we'd  like  to  be  like, 
Should  we  once  hke  to  be  what  we  are? 

2.  Dramatize  the  following  dinners.  Prepare  pro- 
grams and  speeches.  Outline  and  submit  each  speech 
and  anecdote  before  delivery. 

1.  A  dinner  of  farewell  to  a  friend  leaving  for  an  ex- 
tended trip. 

2.  A  reunion  dinner. 

3.  A  banquet  to  defeated  rivals  in  an  athletic  or  debat- 
ing association. 

4.  A  banquet  of  a  graduating  class. 

5.  A  banquet  of   business,    professional,    or   technical 
workers. 

7.  A  dinner  of  the  editorial  board  of  a  school  paper. 

6.  A  banquet  in  honor  of  some  patriotic  occasion. 

8.  A  dinner  of  welcome   to  the  new   students  of  a 
school. 

9.  A  dinner  given  to  the  actors  in  a  school  play. 
10.    A  birthday  celebration. 


AFTER-DINNER  SPEAKING  321 

3.  Bring  to  the  class  an  anecdote  which  might  be 
appropriate  for  an  after-dinner  speech.  To  illustrate 
what  point  would  it  be  suitable?  Prepare  to  read 
or  tell  orally  the  anecdote. 

4.  Submit  an  after-dinner  speech  in  complete 
form.  Dehver  it.  The  following  topics  are  merely 
possible  suggestions. 

1.  The  modern  business  man. 

2.  Modern  opportunities  for  women. 

3.  The  true  sportsman. 

4.  Our  town: 

a.    From  a  student's  point  of  view. 
6.    From  a  doctor's  point  of  view. 

c.  From  a  merchant's  point  of  view. 

d.  From  a  shopper's  point  of  view. 

e.  From  a  lawyer's  point  of  view. 

5.  Money  is  time. 

6.  The  best  foot  forward. 

5.  Supplement  the  model  speech  and  illustrative 
anecdote  found  in  this  chapter  by  consulting: 

The  National  Geographic  Magazine,  January,  1913. 
Specimen  Speeches. 

Modem  Eloquence,  Vol.  I.     Specimen  Speeches. 
Modern  Eloquence,  Vol.  X.     Anecdotes. 
Forms  of  Public  Address,  George  P.  Baker. 


Chapter  XVIII 

BANKS  AND  BANKING  FORMS 

1.  Banks,  Their  Kinds  and  Functions.  —  Were 
it  not  for  banks,  the  wonderful  progress  in  mod- 
ern business  would  be  impossible.  Their  exist- 
ence both  facihtates  and  safeguards  commercial 
transactions. 

Technically  considered,  banks  are  divided  into 
two  classes:  National  Banks,  which  are  chartered 
by  the  Federal  Government  and  empowered  to 
issue  paper  currency  under  certain  prescribed  con- 
ditions; and  State  Banks,  which  are  chartered  by 
the  different  states.  These  banks  are  divided  into 
banks  of  deposit,  trust  companies,  and  savings 
banks. 

It  is  more  suitable  for  our  purpose,  however, 
to  divide  them  into  savings  banks  and  commercial 
banks.  In  the  former,  persons  or  organizations 
deposit  money  which  they  intend  to  leave  undis- 
turbed for  some  time;  into  the  latter  they  put 
money  for  convenience,  with  the  privilege  of  with- 
drawing it  at  any  time.  Savings  banks  pay  interest 
or  dividends  at  regular  intervals  on  money  left  on 
deposit  for  a  certain  definite  period.  The  rate  and 
time  vary  with  different  banks;    but,  as  a  rule, 

322 


BANKS  AND  BANKING  FORMS  323 

interest  is  paid  at  the  rate  of  3  to  4  per  cent  per 
annum  on  money  which  has  been  on  deposit  for 
three  or  six  full  months  next  preceding  the  date 
when  the  interest  or  dividend  is  payable.  In  most 
cases,  money  may  be  withdrawn  at  the  pleas- 
ure of  the  depositor,  but  the  bank  reserves  the 
right  to  thirty,  sixty,  or  even  ninety  days'  notice, 
if  required  by  the  Treasurer.  Many  commer- 
cial banks  allow  interest  at  a  low  rate,  such  as 
2  per  cent  per  annum,  on  deposits  left  with  them 
for  any  length  of  time.  They  usually  require, 
however,  that  the  daily  average  of  this  deposit 
shall  be  not  less  than  a  certain  sum:  one  hundred, 
two  hundred,  five  hundred  dollars,  or  even  more. 
The  money  thus  deposited  is  lent  by  the  banks  to 
business  men,  corporations,  etc.,  at  a  good  rate  of 
interest. 

Some  commercial  banks  have  a  savings  depart- 
ment besides  their  regular  business;  others  are 
empowered  to  add  a  department  for  the  adminis- 
tration of  trusts  of  various  sorts,  and  are  then 
called  trust  companies. 

We  may  note,  in  passing,  the  Federal  Reserve 
Banks,  designed  to  assist  commerce  and  prevent 
business  disturbances,  but  a  discussion  of  them 
is  beyond  the  scope  of  this  book. .  All  that  is 
necessary  here  is  a  brief  explanation  of  the  simple 
banking  forms  with  which  every  one,  whether 
preparing  for  a  business  career  or  not,  should  be 
familiar.  * 


324  ENGLISH  FOR  BUSINESS 

2.  Checks.  —  Whenever  money  is  drawn  from 
a  savings  bank,  the  pass  book  must  be  presented  so 
that  the  amount  withdrawn  can  be  entered  in  the 
book.  It  would  be  very  inconvenient  if  you  had 
to  go  through  this  process  at  a  commercial  bank 
every  time  you  wanted  money,  and  it  would  be 
unsafe  to  carry  about  with  you  or  to  send  through 
the  ordinary  mails  the  cash  necessary  to  pay  large 
bills.  To  avoid  this,  a  system  of  checks  has  been 
developed,  so  that  even  vast  sums  of  money  can  be 
transferred  ^without  the  handling  of  any  currency. 

A  personal  check  is  a  written  order  drawn  on 
a  commercial  bank  by  one  of  its  depositors,  which 
directs  the  bank  to  pay  to  the  person  or  firm  indi- 


No.  J^  Z RwooKTT^'v.uy  lyijQA.e£f /Z}  laig 

Brookiats^  Trust  Comrvny  •  .oa 


EMBER  or  THE  NEW  YORK  CLEARING  HOUSE 


•^-'^•"'*^  Dollars 


%Z^i~% /y^g^  S^L^,.^*^  ^ 


cated  a  certain  sum  of  money  from  the  depositor's 
account.  A  check  is  signed  by  the  drawer,  is  made 
payable  to  the  payee,  and  is  paid  by  the  drawee; 
that  is,  the  bank  on  which  it  is  drawn.  As  a  per- 
sonal check  is  issued  by  an  individual,  the  payee, 
in  accepting  it,  has  merely  the  drawer's  assurance 
of  his  credit. 


BANKS  AND  BANKING  FORMS  325 

Before  a  personal  check  —  or,  in  fact,  any  check 
—  can  be  cashed,  it  must  be  indorsed  by  the  payee. 
To  indorse  the  check  the  payee  turns  it  face  down- 
ward, with  the  end  that  was  at  his  left  hand  at  the 
top,  and  writes  across  it,  about  an  inch  from  the 
top.  A  check  may  be  indorsed  (a)  in  blank,  that 
is,  by  writing  the  name  of  the  payee  only;   (b)  in 

full,  by  writing,  *'Pay  to  the  order  of ," 

and  signing  the  name  of  the  payee  underneath. 
Indorsements  may  be  also  restrictive  or  conditional. 
There  are  many  forms  of  these.  ^ 

A  certified  check  is  a  personal  check  on  which  is 
written  or  stamped,  ''Good,"  or  "Certified,"  or 


93-»a 

Thim©  hatiomal  Bamk 


^^W<^.  _Xt^i/t.«-Xu^'^^jaZ^C^  -  tmjA^^^-^'^- 


No.. 


/S..<jjji  d  M^-^^^Al^ 


"Accepted,"  followed  underneath  by  the  signature 
of  the  Cashier  or  some  other  authorized  official  of 
the  bank.  This  means  that  the  bank  has  examined 
the  drawer's  account  and  found  that  the  drawer  is 
able  to  pay  the  sum  mentioned,  has  deducted  that 
amount  from  his  account,  and  has  guaranteed  the 

1  For  further  information  on  this  point  consult  a  teacher 
of  bookkeeping. 


326  ENGLISH  FOR  BUSINESS 

bank's  payment  of  that  sum.  Such  a  check  can  be 
used  directly  as  cash  by  a  properly  identified  payee. 
A  certified  check  is  of  obvious  value  in  sending  a 
remittance  to  a  distance.  A  personal  check  drawn 
by  a  person  whose  credit  is  unknown  to  the  payee, 
might  cause  the  latter  some  hesitation  about  ac- 
cepting it.  But  if  a  check  has  been  certified,  it 
represents  the  bank's  credit  as  guarantee  and,  there- 
fore, is  practically  as  good  as  currency. 


NO      1810         .  Nirw    YORK      /VtaA^^  / ,9,/ 

The  Gotham  National  Bank  of  New  York 

COt-UHMM  Cwei^  AND  ClOMTM   AVIMUt 

PAY  TO^ .  rr~^.    /C4HJ,.-K-4t^<P|--C^  f^Zff^    -,- 


4^^^   (ht^ 


OR  Order 

S^DOLLARS 


A  Cashier  s  check  is  drawn  by  the  Cashier  on 
his  own  bank.  Such  checks  are  used  locally  in  the 
place  of  certified  checks  and  by  the  bank  for  its 
own  disbursements.  Such  checks,  issued  by  trust 
companies,  are  drawn  by  the  Treasurer  and  called 
Treasurer  s  checks.  If  you  wish  a  check  of  this 
kind,  you  will  go  to  the  bank,  give  it  your  personal 
check  in  its  favor,  and  receive  in  exchange  a  check 
drawn  by  the  Cashier  (or  Treasurer)  in  your  favor. 
This  you  will  indorse  payable  as  you  may  indicate. 

A  check  voucher  is  a  check  which  shows  on  its  face 
not  only  the  name  of  the  payee,  but  also  his  address, 


BANKS  AND  BANKING  FORMS 


327 


and  the  items  in  payment  for  which  the  check  is 
drawn.  By  indorsing  this  check,  the  payee  at  the 
same  time  is  practically  signing  a  receipt.    Such 


<f^   Conif-  EzDSMf«s  Bakk  op  NsvrYbiiK 

PAy  TWENTY-TWO  AND  eU/lOO n».,.»«  , 


LESS  CASH 

FREIGHT 


-*a^T^ 


50.10 
H-77 

30.00 
2.05 


5U,e7 

32.05 


General  Chemical  Company 


•^  jkU. 


ROeERT  H,FAIRCHILD  &  CO. 

32U  EAST   IITH  ST, 

NEWyORK.N.y.     o«ORDtR 


1915 


fITT 


checks  are  used  chiefly  by  large  business  houses  and 
corporations  in  paying  salaries,  setthng  accounts, 
etc. 

3.  Bank  Drafts.  —  A  bank  draft  is  a  check  drawn 
by  one  bank  upon  another  with  which  the  first 
bank  carries  an  account.  As  a  rule,  the  drawee 
in  this  case  is  a  New  York  or  a  Chicago  bank,  for 


T«>r      JVrt   22495 


or  TNC  MSTmcT  or  cffLUMaiA.  '  ^^  ' 


•wrrrwyf  dollars  k:»x»?  c»x»y  c»x*j 


.iBjaUar? 


TO  THE  NATIONAL  CITY  BANK, 
1-e  NEW  YORK.  N.  Y. 


^iu^.(tLtfU 


these  cities  are  the  great  financial  centers.  To 
cash  a  check  drawn  on  the  local  bank  of  a  small 
town  or  city,  a  slight  charge  for  collection  is  made. 


328  ENGLISH  FOR  BUSINESS 

provided  that  town  or  city  is  some  distance  away 
from  the  place  where  it  is  cashed.  No  charge  is 
made,  as  a  rule,  for  cashing  a  New  York  or  a 
Chicago  bank  draft. 

Suppose  Cyrus  B.  Maxwell  owes  Louis  Twining,  of 
Cleveland,  0.,  $165,  and  wishes  to  send  a  bank 
draft  in  payment.  He  goes  to  his  bank,  makes  out 
a  check  in  its  favor  for  that  sum,  and  asks  for  a  bank 
draft  in  exchange.  This  is  supphed  by  the  Cashier. 
The  Cashier  will,  if  Mr.  Maxwell  so  desires,  make 
the  draft  payable  to  Louis  Twining;  such  a  procedure 
is  not  wise,  because  it  does  not  indicate  Mr.  Max- 
well's part  in  the  transaction.  Understanding  this, 
Mr.  Maxwell  requests  that  the  draft  be  made  pay- 
able to  himself.  Then,  before  sending  the  draft  to 
Mr.  Twining,  he  indorses  it: 

"Pay  to  the  order  of 
Louis  Twining, 
Cyrus  B.  Maxwell." 

In  this  way  there  is  secured  complete  evidence  of 
the  transaction. 

4.  The  Promissory  Note.  —  Banks  are  wiUing 
to  cash  promissory  notes  for  their  customers,  where 
the  standing  of  the  maker  and  the  indorser  are 
considered  good  enough  to  warrant  the  transac- 
tion. The  indorser  guarantees  the  payment  of 
the  note,  when  due,  by  writing  his  name  across 
the  back.     The  bank,  in  cashing  the  note,  keeps 


BANKS  AND  BANKING  FORMS  329 

back  a  small  amount  for  the  service;  this  is  called 
discounting  a  note. 

When  banks  know  individuals  well,  they  may 
lend  them  money,  taking  only  their  notes  as 
security.     Usually,  however,  the  bank  requires  col- 


ieeet'i^e^ 


rxJ  V.'i    -^iM^  ^c^,    ^.C,  ^  ^i*^  t^lik/a^  .^tZ  S%^aH^.^^^ 


lateral  in  the  form  of  mortgages,  stocks,  bonds, 
or  hens  on  personal  property,  held  by  the  person 
to  whom  the  money  is  lent.  The  amount  of  this 
collateral,  as  a  rule,  varies  from  10  per  cent  to 
25  per  cent  in  excess  of  the  loan.  As  soon  as  the 
loan  has  been  repaid,  the  collateral  is  returned  to 
the  owner. 

Exercise  143.  —  Written 

1.  Make  out  a  promissory  note  in  favor  of  W.  S. 
Tildon  for  $50,  to  be  paid  90  days  hence,  interest  at 
5  per  cent. 

2.  Make  out  a  certified  check  for  $200;  you  are 
the  payee,  Arthur  F.  Hamilton  is  the  drawer,  the 
Union  Bank  of  Cincinnati  is  the  drawee,  and  Horace 
Field  is  its  Cashier. 


330  ENGLISH  FOR  BUSINESS 

3.  Make  out  a  Cashier's  check  for  $150;  the  Corn 
Exchange  Bank,  New  York,  is  the  drawee,  you  are 
the  Cashier,  M.  S.  Hamilton  is  the  payee. 

4.  Make  out  a  personal  check  in  which  you  are 
the  payee. 

5.  Make  out  a  personal  check  in  which  a  business 
firm  in  your  city  is  the  payee. 

6.  H.  S.  Rollins,  of  your  city,  owes  W.  A.  Phillips 
$215.  Make  out  a  bank  draft  drawn  on  the  Bank  of 
the  Commonwealth,  New  York  City.  Make  one  of 
your  city  banks  the  drawer  and  sign  the  name  of 
S.  0.  Smith,  as  Cashier.  Make  out  the  draft  so  that 
it  may  give  a  full  record  of  the  transaction. 

7.  Indorse  in  blank  the  checks  in  the  second  and 
fourth  exercises. 

8.  Indorse  in  full  the  checks  in  the  third  and  sixth 
exercises. 

Exercise  144.  —  Brief  Oral  Reports 

1.  The  signature  card:  its  value  and  use  to  a 
bank. 

2.  The  deposit  slip:  its  appearance  and  use. 

3.  The  most  businesslike  method  of  depositing 
several  checks,  bills  of  various  denominations,  and 
specie. 

4.  The  value  of  the  pass  book  to  a  depositor;  to 
a  bank. 

5.  A  convenient  plan  for  the  monthly  balancing  of 
one's  checking  account. 

6.  The  ways  of  protecting  one's  account  in  drawing 
a  check. 

7.  The  convenience  of  the  "household  account." 


BANKS  AND  BANKING  FORMS  331 

INVESTIGATIONS  AND  ORAL  REPORTS 
Exercise  145. 

1.  The  sending  of  money  by: 

(1)  Registered  mail. 

(2)  Postal  money  order. 

(3)  Express  money  order. 

2.  Traveler's  checks. 

3.  Letters  of  credit. 

4.  Duties  of  a  receiving  teller;  of  a  paying  teller. 

5.  A  mail  clerk's  work  in  a  bank. 

6.  An  exchange  clerk's  work  in  a  bank. 

7.  Duties  of  a  discount  clerk. 

8.  The  various  sources  from  which  a  bank  derives 
its  funds. 

9.  How  banks  aid  in  the  work  of  production. 

10.  How  to  secure  a  loan  at  a  bank. 

11.  Banking  as  a  business. 

12.  Historical  development  of  banking. 

13.  Early  English  banking. 

14.  Banking  in  Colonial  Days. 

15.  A  brief  history  of  The  Bank  of  the  United  States, 

16.  The  State  Banks. 

17.  The  national  banking  system. 

18.  Federal  Reserve  Banks. 


Chapter  XIX 

TYPES   OF  BUSINESS   LETTERS 

1.  Letters  of  Application.  —  The  purpose  of  a 
letter  of  application  is  to  secure  a  position.  It  is 
hardly  necessary  to  say  that  it  should  be  written 
on  good  stationery,  should  appear  neat,  and 
should  contain  no  error  in  grammar,  spelling,  or 
punctuation.  This  letter  is  the  chief  means  by 
which  an  employer  can  gauge  a  prospective  em- 
ployee. If  it  proves  unsatisfactory  or  creates  an 
unfavorable  impression,  the  chances  are  that  the 
applicant  will  never  be  granted  an  interview.  But 
if  it  seems  businessUke,  it  may  lead  to  desired 
results. 

A  letter  of  application  should  contain : 

1.  The  reason  for  making  the  application.  It  may 
be  in  reply  to  an  advertisement;  it  may  be  because 
the  writer  wishes  to  enter  the  service  of  the  one  ad- 
dressed; it  may  be  because  a  friend  has  suggested  a 
possible  opening;  etc. 

2.  A  statement  of  the  applicant's  qualifications, 
references,  and,  usually,  his  age. 

3.  An  appropriate  ending.  It  may  be  a  statement 
of  the  apphcant's  special  desires;  it  may  be  the  re- 
quest for  an  interview;  it  may  be  a  statement  of  the 

332 


TYPES  OF  BUSINESS  LETTERS  333 

applicant's  whereabouts  in  the  course  of  the  next  few 
days;  etc. 

If  testimonials  are  desired,  copies,  each  marked 
"copy"  with  the  word  "Signed"  in  parentheses 
before  the  writer's  signature,  should  be  inclosed. 

\XX\  CZcuJ.  AXysMaX,, 

XajJtma/rJt  Ka*  JCMi  "m*-  orV  cu  itx**^  -k»lAX».**v.  V/»\,  ^i**^"^  -v^«*»  <-..>A«.»«Ji    "W   Jbl>*_ 
jlmJUJLJtjktfnrx/  -VV  •«'  H  ^uJ^MX-tl-  -^avJL  YnAAV^nTVo.  0~ ■r<n,auJLjrJL,  .         J  jmUX, 


334  ENGLISH  FOR  BUSINESS 

BOY  WANTED  over  16  years  old,  one  who 
can  use  a  typewriter.  Answer  in  own  hand- 
writing.    Address  P  19,  Herald-Republican. 

^aJi^  (3^^-vJu^  JP^j  oUiU^^ 

CLu^^iA^  /,  /f/r. 

<y  CLy^  JU.''tl^uX<^£^fy^^'<^V^^  (^/VL^  X-«</Kt  ^^ixZ^  (Strnt  — 

C^tA^  ^  (l^-xi^A^iJUy-y^ /)n/t^  dyAJiyt<.<.4jti^%^  O/vlJL  i>>y%'t.  'fi^a^ 

yU.A^^^'-t/^y  ^'lyf'ri^^^  d^  (^A>^t^  '^Xiv^^OL,  yC4-t■^^  (hl-au^  ^U^-A^OLiX^ 


TYPES  OF  BUSINESS  LETTERS  335 

^82  Vine  St., 

Hazleton,  Pa.,  July  19,  1917. 
The  Pennsylvania  Quarry  Co., 

Hazleton,  Pa. 
Gentlemen: 

I  have  learned  from  Mr.  Henry  Sachs  that  you  are  look- 
ing for  a  bookkeeper  who  has  had  some  general  experience. 
I  desire  to  apply  for  that  position. 

I  am  twenty-four  years  of  age,  a  graduate  of  the  local  high 
school  and  of  McCann's  Business  College  of  Reading.  For 
the  past  three  years  I  have  been  in  the  employ  of  Jere 
Wooding  &  Sons.  I  am  inclosing  a  letter  of  recommenda- 
tion from  their  manager. 

If  you  care  to  give  me  an  interview  during  this  or  next 
week,  I  shall  be  pleased  to  call  any  afternoon  after  four 

Yours  very  respectfully,  ' 

Frederick  Howell 

Criticize  letters  of  application  by  using  the  follow- 
ing outlines. 

Characteristics  to  attain:  Characteristics  to  avoid: 

1.  Definiteness  as  to  posi-  1.  Conceit  in  the  state- 
tion  sought,  training  and  ment  of  training,  experience, 
experience,   names   and   ad-  and  ability. 

dresses  of  persons  mentioned  2.  The  impression  of  beg- 
as  references.  ging  for  the  position,  or  sug- 

2.  Care  in  the  grouping  gesting  in  the  conclusion: 
of  ideas  into  unified  para-  (1)  Any  possibility  of 
graphs.                                              an  unfavorable  reply. 

1  Note  the  difference  in  the  headings  of  the  letters  on 
pages  334-335.  In  letters  written  by  hand,  the  heading 
usually  occupies  three  lines;  in  typewritten  letters,  one  or 
two  lines. 


336  ENGLISH  FOR  BUSINESS 

3.  Respect  in  the  form  of  (2)  Any  negligence  on 
the  complimentary  close.  the  part  of  the  addressee 

4.  Care  in  details  of  punc-  in  attending  to  his  corre- 
tuation  and  grammar.  spondence. 

3.  Carelessness  in  the  use 
of  unnecessary  abbreviations 
and  repetitions. 

Say:  Do  not  say : 

I  should  like  I  would  like 

five  years'  training,  etc.  five  years  training,  etc. 

one  years  experience,  etc.  one  years  experience,  etc. 

this  morning's  "Star,"  etc.  this  mornings  "Star,"  etc. 

Yours  respectfully,  Yours  resp'y, 

Exercise  146. —  Written 

1.  Write  an  application  to  one  of  the  business  firms 
of  your  city  for  a  position  for  which  you  may  be 
qualified. 

2.  Wanted:  A  salesman  with  experience  for  hand- 
ling a  new  commodity.  Large  commission.  Exclu- 
sive territory.  Apply  R.  F.,  The  Courfer.  Write 
the  application. 

3.  Salaried  positions  to  competent  stenographers. 
456  Mack  Rlock.    Write  the  application. 

4.  You  wish  a  position  as  a  teacher.  Write  a  letter 
of  application  to  your  city  school  board. 

5.  In  order  to  gain  admission  to  a  certain  private 
school,  you  have  to  make  formal  application.  Write 
the  letter. 

2.  Letters  of  Recommendation  and  Introduc- 
tion. —  A  letter  of  recommendation   should  give 


TYPES  OF  BUSINESS  LETTERS  337 

a  truthful,  careful  statement  of  the  character  or  the 
ability  of  the  person  concerning  whom  it  is  writ- 
ten. Specific  facts  rather  than  vague  generaliza- 
tions should  be  embodied.  If  the  letter  is  ad- 
dressed to  no  particular  person,  the  correct  form  of 
salutation  is,  "To  whom  it  may  concern."  Such 
a  letter  requires  no  complimentary  close. 

A  letter  of  introduction  introduces  the  bearer 
of  the  letter  to  some  acquaintance  of  the  writer, 
with  whom  the  bearer  is  unacquainted.  The 
writer  of  the  letter  should  know  intimately  the 
person  whom  he  is  introducing  as  well  as  the  one 
to  whom  he  addresses  the  introduction.  Such 
a  letter  is  written  usually  for  a  business  or  a  social 
purpose. 

Hartford,  Conn.,  Oct.  17,  1917. 
To  whom  it  may  concern: 

Mr.  Oliver  L.  Norton  has  been  my  private  secretary  for 
the  past  two  years,  and  has  in  every  way  shown  himself 
to  be  an  efficient  and  useful  assistant.  He  is  thoroughly 
famihar  with  the  numerous  details  which  pertain  to  secre- 
tarial work,  is  wiUing  and  painstaking,  and  a  gentleman  of 
high  character.  I  feel  confident  that  he  will  prove  an  in- 
valuable man  to  any  one  who  may  be  fortunate  enough  to 
secure  his  services. 

George  Elliot  Mason,    - 
President  of  the  International  Co. 

As  a  rule,  after  the  presentation  of  a  letter  of  intro- 
duction, the  recipient  sends  an  acknowledgment  to 
the  person  who  wrote  it. 


338  ENGLISH  FOR  BUSINESS 

Denver,  Colo.,  Nov.  11,  1917. 
Mr.  Curtis  F.  Hart, 
Patchogue,  L.  I. 

My  dear  Mr.  Hart: 

This  letter  will  introduce  to  you  Mr.  Philip  S.  Reese, 
one  of  our  leading  young  bankers.  He  is  visiting  the  East 
in  order  to  study  banking  conditions.  I  shall  appreciate  any 
courtesies  which  you,  as  a  director  of  several  leading  New 
York  banks,  may  be  able  to  extend  to  him. 
Yours  very  sincerely, 

Milton  R.  Stewart 


Patchogue,  L.  I.,  Nov.  16,  1917. 
Dr.  Milton  R.  Stewart, 
Denver,  Colo. 

My  dear  Doctor: 

I  have  had  the  pleasure  of  meeting  Mr.  Reese,  the  bearer 
of  your  letter  of  introduction.    I  find  him  a  well-informed 
young  man  of  pleasing  personaUty  and  shall  be  only  too 
happy  to  do  what  I  can  for  him  while  he  is  here. 
Very  sincerely  yours, 

Curtis  F.  Hart 

Exercise  147. —Written 

1.  Write  the  recommendation  of  the  manager  of 
Jere  Wooding  &  Sons  which  Frederick  Howell  might 
inclose  in  his  letter.    (See  page  337.) 

2.  Write  a  letter  of  recommendation  from  the 
principal  of  your  school,  in  behalf  of  one  of  your 
friends. 

3.  Write  the  necessary  recommendations  to  inclose 
in  the  letter  composed  for  exercise  5,  page  336. 


TYPES  OF  BUSINESS  LETTERS  339 

4.  Write  a  letter  of  introduction  for  a  friend  who 
is  going  on  a  journey  and  who  will  stop  at  a  town  in 
which  another  of  your  friends  lives. 

5.  Write  the  letter  of  acknowledgment. 

3.  Letters  Ordering  Goods  and  Letters  of  Ac- 
knowledgment. —  Everyone  resorts,  more  or  less, 
to  the  letter  in  ordering  goods.  Such  letters  may 
range  from  a  single  inexpensive  purchase  to  an  order 
involving  thousands  of  dollars.  However,  whether 
the  order  be  large  or  small,  it  should  be  definite  and 
complete;  otherwise,  possible  misunderstanding  is 
liable  to  arise.  Indefiniteness  may  lead  to  a  delay 
in  filling  the  order  and  possibly  a  need  for  future 
correspondence.  A  letter  to  the  Curtis  PubHshing 
Co.,  Philadelphia,  Pa.,  inclosing  one  dollar  and  a 
half  and  stating  that  it  is  a  subscription  to  their 
magazine  would  be  unusually  puzzhng;  for,  in 
the  first  place,  that  company  publishes  three  mag- 
azines and,  in  the  second  place,  the  company 
would  have  no  means  of  knowing  just  when  the 
subscription  should  begin.  A  bookseller  ordering 
fifty  copies  of  Everyman's  Library  would  puzzle 
the  E.  P.  Button  Co.,  for  there  are  more  than  six 
hundred  volumes  included  in  that  Library  and 
there  are  two  special  bindings. 

The  letter  ordering  goods  should  contain  the 
following  information  stated  clearly  and  definitely. 

1.  The  name  and  address  of  the  person  ordering 
goods.     If  the  writer  lives  in  a  city,  the  street  and 


340  ENGLISH  FOR  BUSINESS 

number  should  be  clearly  indicated.  Furthermore, 
the  writer  ought  to  sign  his  name  in  full,  if  he  is  not 
using  stationery  with  a  printed  letterhead. 

2.  If  goods  are  to  be  charged,  one  should  clearly 
state  the  fact,  giving  the  charge  name  and  address. 
In  a  first  order,  in  case  a  person  wishes  goods  charged, 
he  should  inclose  satisfactory  references  as  to  his 
financial  standing.  If  a  remittance  is  inclosed  to 
cover  the  order,  the  customer  should  mention  the 
fact,  stating  (a)  the  kind  of  remittance  (check,  draft, 
money  order,  etc.) ;   (b)  the  exact  sum  remitted. 

3.  The  article  ordered  should  be  accurately  indi- 
cated. If  a  number  of  articles  is  ordered,  the  writer 
should  place  the  names  in  an  itemized  hst.  Each 
separate  item  should  occupy  a  hne  by  itself  and  each 
of  these  items  should  begin  at  the  paragraph  margin 
at  which  the  first  item  began.  This  arrangement  not 
merely  presents  a  pleasing  businesslike  appearance, 
but  also  facihtates  the  task  of  filling  and  checking  up 
the  order. 

Each  item  should  contain  necessary  statements  of 
quantities,  sizes,  shapes,  styles,  figures,  or  measure- 
ments. If  the  order  is  taken  from  a  catalogue,  the 
number  and  date  of  the  catalogue  should  be  quoted. 

4.  Directions  as  to  how  the  goods  are  to  be  sent 
should  be  included.  If  you  order  by  freight,  state 
the  railroad  route  or  steamship  hne.  If  you  order 
by  express,  state  the  company ;  if  your  express  address 
differs  from  your  mail  address,  that  fact  should  be 
mentioned. 

If  you  repeat  or  duplicate  an  order,  you  should  make 
the  second  letter  as  concrete  and  explicit  as  the  first. 


TYPES  OF  BUSINESS  LETTERS  341 

Re-state  your  order;  for  the  original  may  have  been 
lost,  mislaid,  or  gone  astray,  and  a  simple  reference 
to  it  might  mean  nothing  to  the  recipient.  Thus,  to 
say,  "Kindly  attend  to  my  order  of  June  7,"  would 
mean  Httle  or  nothing  if  that  order  had  not  been  re- 
ceived. Or  again  to  write,  "Duplicate  our  order  of 
May  20,"  may  mean  loss  of  time,  for  it  requires  the 
looking  up  of  your  previous  order. 

84  Elm  St., 
Cincinnati,  Ohio, 
January  11,  1917. 

Houghton  Mifflin  Co., 

4  Park  St., 

Boston,  Mass. 

Gentlemen: 

Kindly  send  me  the  following  volumes  in  the  Cambridge 
Edition: 

Browning,  Half  calf,  $5.00 

Shakespeare,  Half  morocco,  6.00 

Shelley,  Tree  calf,  6.50 

Wordsworth,  Full  levant,  7.50 

Keats,  Tree  calf,  6.50 

Tennyson,  Half  calf,  5.00 

Byron,  Full  levant  7.50 

Scott,  FuU  levant,  7.50 

I  am  inclosing  a  check  for  $52.62,  which  covers  the  cost 
of  the  books  plus  the  postage  charge  of  14^  a  volume. 
Very  truly  yours, 

Silas  Marner  West 


342  ENGLISH  FOR  BUSINESS 

A.   F.   KELMER  J.   G.   HUTCmSON 

KELMER  &  HUTCHISON 
General  Furniture  Dealers 

Wheeling,  W.  Va.,  Apr.  3,  1918. 

The  Redwood  Furniture  Co., 
281-289  Western  Ave., 
Chicago,  111. 

Gentlemen : 

Please  send  as  soon  as  possible  to  the  above  address  the 
following  goods,  as  listed  in  your  current  spring  catalogue: 

25  Brass  Beds  #212 

18  Fumed  Oak  Rocking  Chairs  #  38 

60      "  "    Dining  Chairs  #  55 

12  Mission  Parlor  Sets  #  72a 

6  Mahogany  Davenports  #  43 

Kindly  make  the  shipment  by  B.  &  0.  fast  freight,  and 
charge  the  cost  to  our  account. 

Very  truly  yours, 

Kelmer  &  Hutchison, 
PerS.  G.  R. 

All  orders  should  be  speedily  acknowledged  by  the 
recipient.  Such  an  acknowledgment  indicates  that 
the  order  has  been  received  and  will  be  given  prompt 
attention.  If  the  order  cannot  be  filled  immediately, 
a  letter  of  acknowledgment  offers  an  opportunity  to 
state  the  reasons  therefor. 


TYPES  OF  BUSINESS  LETTERS  343 

THE  REDWOOD  FURNITURE  CO.     ' 

281-289  Western  Ave. 

Chicago,  lU.,  Apr.  5,  1918. 
Messrs.  Kelmer  &  Hutchison, 
Wheeling,  W.  Va. 

Gentlemen: 

Your  order  of  April  3  has  been  received  and  has  been 
given  prompt  attention.    The  goods  were  shipped  this  morn- 
ing according  to  your  directions  and  they  have  been  charged 
to  your  account.    We  trust  they  will  reach  you  promptly. 
Very  truly  yours, 

The  Redwood  Furniture  Co., 
J.  S.  Hartmann, 

Manager 
Exercise  148. —Written 

1.  Make  out  the  statement  for  the  shipment  of 
furniture  to  Kelmer  &  Hutchison.  (In  most  cases, 
such  a  statement  is  sent  out  on  the  first  business  day 
of  the  month  following  the  shipment.) 

2.  Write  the  letter  of  Kelmer  &  Hutchison,  inclos- 
ing check  to  cover  the  amount  of  the  statement 
rendered.     (See  exercise  1.) 

3.  Order  by  telegraph  from  the  Macmillan  Com- 
pany for  your  dramatic  society,  six  copies  of  Clyde 
Fitch's  Girl  with  the  Green  Eyes.  Guarantee  pay- 
ment by  stating  that  the  books  are  to  be  sent  by 
express,  C.O.D.  (C.O.D.  is  counted  as  one  word  in  a 
telegram.)  Dictate  a  letter  to  the  Macmillan  Com- 
pany, asking  for  the  right  of  performing  the  play. 
Dictate  the  reply  of  the  Macmillan  Company.  Com- 
pose a  form  letter  (see  text,  pages  358-359)  to  be  sent 
to  the  alumni  and  former  members  of  the  dramatic 


344  ENGLISH  FOR  BUSINESS 

society  to  induce  them  to  attend  the  performance  of 
The  Girl  with  the  Green  Eyes. 

4.  Write  a  letter  to  Helmer  Brothers,  Philadelphia, 
Pa.,  ordering  200  doz.  towels  patterned  on  No.  25  of 
the  samples  which  they  sent  you.  Specify  that  you 
will  take  the  towels  provided  they  will  extend  you 
three  months'  credit.    Give  full  shipping  directions. 

5.  Messrs.  Thompson  &  Fetter,  317  Main  St., 
Omaha,  Neb.,  order  from  Cluett,  Peabody  &  Co., 
New  York,  N.  Y.,  the  following:  6  doz.  Collars, 
Arrow  Brand,  Belmont  style,  size  14;  6  doz.  Collars, 
Arrow  Brand,  Devon  style,  size  14§;  4  doz.  Collars, 
Arrow  Brand,  Belmont  style,  size  15;  3  doz.  Collars, 
Arrow  Brand,  Standish  style,  size  151.  They  request 
that  the  goods  be  sent  by  Adams  Express  and  that  the 
cost  be  charged  to  their  account. 

6.  Write  Cluett,  Peabody  &  Co.'s  acknowledgment 
of  the  preceding  order. 

7.  Write  Cluett,  Peabody  &  Co.'s  statement. 

8.  Dictate  Thompson  &  Fetter's  letter  inclosing 
statement  and  check  to  cover  the  amount  of  the 
statement. 

9.  You  have  the  agency  in  your  school  for  the  sale 
of  banners,  armbands,  fobs,  stationery,  and  pins 
made  by  a  Boston  house.  Write  the  order  represent- 
ing your  selhng  efforts  during  the  month  of  Septem- 
ber. Write  the  check  covering  the  amount  of  your 
sale.    Dictate  the  reply  of  the  Boston  house. 

4.  Letters  Containing  Inclosnres.  —  Letters 
containing  inclosures  should  make  specific  refer- 
ence to  what  is  inclosed. 


TYPES  OF  BUSINESS  LETTERS  345 

If  the  inclosure  is  a  remittance,  the  letter 
should  state  the  nature  of  the  remittance  (check, 
draft,  money  order,  etc.),  the  exact  amount,  and 
especially  how  it  is  to  be  applied. 

Whether  the  inclosure  is  an  invoice,  that  is, 
an  itemized  bill,  or  a  letter  of  recommendation,  or 
a  receipt,  or  what  not,  —  direct  mention  of  it 
should  be  made  in  the  body  of  the  letter. 

At  the  lower  left-hand  side  of  the  letter  is  frequently 
written  Inclosure,  or  Enclosure,  sometimes  abbrevi- 
ated Inc.,  or  Enc,  In  case  of  more  than  one  in- 
closure, the  number  of  inclosures  is  indicated;  as,  2 
Inclosures  or  1  Enc,  etc. 

Note:  The  student  should  familiarize  himself  with  the 
general  forms  of  remittance  which  are  discussed  under 
Banks  and  Banking  Forms,  Chapter  XVIII;  such  as,  the 
check,  the  certified  check,  the  cashier's  check,  and  the  bank 
draft. 

Remittances  may  also  be  made  by  registered  letter, 
postal  money  order,  and  express  money  order.  Of 
course,  actual  currency  may  be  inclosed,  but  the 
person  who  does  so  is  taking  a  large  risk  and  using 
unbusinesslike  methods. 

Montclair,  N.  J.,  Feb.  15,  1918. 
Messrs.  Pell  &  Brooks, 
23  Broad  Street, 
Nashville,  Tenn. 

Gentlemen: 

We  are  inclosing  a  New  York  bank  draft,  drawn  in  our 
favor,  and  indorsed  to  you,  for  $231.27,  in  payment  of  your 


346  ENGLISH  FOR  BUSINESS 

invoice  dated  February  10.  You  will  observe  that  we 
have  taken  advantage  of  2%  discount  for  cash  within 
30  days. 

Very  truly  yours, 

S.  M.  Hopkins 
Inclosure  ^ 

Exercise  149. —Written 

1.  Write  a  letter  to  the  Sandusky  Furniture  Co., 
Sandusky,  Ohio,  inclosing  a  New  York  draft  for 
$63.55,  in  settlement  of  your  account  with  them. 

2.  Write  a  letter  to  The  Harvard  Trust  Co.,  Cam- 
bridge, Mass.,  in  which  you  inclose  the  following  for 
deposit:  T.  W.  Mason's  check  drawn  in  your  favor 
on  the  Union  National  Bank  of  Cleveland,  $62;  a 
bank  draft  on  the  National  Bank  of  Commerce,  New 
York,  drawn  in  favor  of  C.  A.  Hall,  by  J.  A.  Clark, 
Cashier  of  The  Merchants  Bank,  Shenandoah,  Pa., 
and  indorsed  by  C.  A.  Hall  to  you,  $135;  E.  S.  Mans- 
field's check,  drawn  to  the  order  of  Ira  Williams  and 
by  Williams  indorsed  to  you,  on  The  Union  Trust  Co., 
Springfield,  Mass.,  $25. 

3.  Write  a  letter  inclosing  an  itemized  bill  for  pur- 
chases by  F.  B.  Tallwood  amounting  to  $33. 

4.  Write  Tallwood's  letter  inclosing  payment. 

5.  Write  a  letter  inclosing  a  letter  of  recommen- 
dation and  a  letter  of  introduction  for  your  friend„ 
W.  S.  Kennedy,  now  in  Buffalo  and  about  to  go  to 
Ithaca,  N.  Y. 

^  The  spelling  enclosure  is  used  by  some  firms.  Both 
the  en-  and  in-  spellings  are  accepted.  The  employee  should 
consistently  follow  the  practice  of  the  firm  which  employs 
him. 


TYPES  OF  BUSINESS  LETTERS  347 

6.  Write  a  letter  from  Maxwell  Book  Co.,  Oswego, 
N.  Y.,  to  yourself,  inclosing  sample  pages  of  their 
new  books  on  business  opportunities,  a  booklet  en- 
titled "Business  and  the  Business  Book,"  and  a 
printed  firm-addressed  envelope  for  reply. 

5.  Letters  Requesting  Extension  of  Time. — 
Sometimes  a  debtor  may  find  temporary  diflSculty 
in  meeting  a  bill  at  the  time  due.  In  order  to  show 
his  desire  to  be  punctual  and  in  order  to  gain  the 
good  graces  of  his  creditor,  he  should  make  a  re- 
quest for  an  extension  of  time  prior  to  the  date 
when  the  payment  is  required.  It  is  usually  well 
to  give  the  reason  for  failure  of  payment,  and  it  is 
always  businesslike  to  state  the  date  at  which 
the  payment  may  be  expected. 

Hot  Springs,  Ark.,  May  25,  1917. 
Mr.  E.  G.  Barnes, 
Macon,  Ga. 

Dear  Sir: 

I  should  appreciate  an  extension  of  two  weeks  for  the 
payment  of  my  bill  of  $136.28,  due  June  1.  During  this  past 
week  my  store  was  damaged  by  fu-e  and,  as  a  consequence, 
I  have  been  forced  to  close  shop  until  matters  of  insurance 
can  be  adjusted. 

Very  truly  yours, 

Andrew  Hawkins 

Preliminary  work: 

Analyze  each  problem.  Write  down  what  is  known 
to  you;  what  is  unknown.  Decide  what  must  be 
known  to  meet  the  purpose  of  the  exercise.    Make  an 


348  ENGLISH  FOR  BUSINESS 

outline,  determining  upon  the  most  effective  order  of 
presenting  the  various  necessary  facts.  Then  write 
or  dictate  the  letter  as  the  assignment  may  require. 


Exercise  150. —Written 

1.  A.  L.  Carter,  your  employer,  has  a  bill  of  $328, 
due  Greenfall  Wholesale  Grocery  Co.,  Minneapolis, 
Minn.,  within  two  weeks.  Slack  business  in  your 
town  has  made  it  necessary  to  ask  for  an  extension 
of  time.    Write  the  letter. 

2.  Write  a  letter  to  your  physician  requesting  an 
extension  of  time  before  setthng  your  account. 

3.  Write  a  letter  asking  for  an  extension  of  sixty 
days  because  of  a  serious  strike  which  has  affected 
your  construction  business. 

4.  You  expected  to  be  able  to  meet  an  obhgation 
with  money  due  you  from  a  cousin  who  has  been  laid 
off  from  work  on  account  of  a  serious  depression  in  his 
particular  business,  due  to  the  war.  Write  the 
cousin's  letter.     Write  your  letter  to  your  creditor. 

5.  E.  W.  Holmes,  your  employer,  owns  a  dairy 
farm  in  Amherst,  Mass.  The  interest  on  a  mortgage 
due  the  Fifth  National  Bank  of  Springfield,  Mass., 
falls  due  on  May  1,  1919.  On  April  4,  an  infectious 
cattle  disease  attacks  much  of  his  hve  stock,  prevent- 
ing him  from  engaging  in  business  for  three  weeks. 
Write  his  letter. 

6.  You  discover  on  Aug.  25,  1919,  that  in  all  proba- 
bility you  will  be  unable,  on  account  of  illness,  to 
meet  your  entire  obligation  of  $60  due  Sept.  1,  1919. 
Dictate  a  letter  to  Frank  W.  Whitney,  your  creditor, 


TYPES  OF  BUSINESS  .LETTERS  349 

asking  for  a  two  months'  extension  and  inclosing  a 
check  for  $45. 

6.  Letters  Requesting  Payment.  —  Letters  re- 
questing payment  may  be  written  either  to  refuse 
to  grant  an  extension  of  time  or  to  insist  upon 
payment  within  a  designated  time.  Whatever  the 
object,  such  letters  should  always  be  poUte  but 
firm. 

If  the  letter  is  written  with  the  purpose  of  refus- 
ing further  time  for  payment,  it  should  state  in 
convincing  language  why  such  a  favor  seems  im- 
possible. Such  a  letter  is  likely  not  only  to  bring 
the  payment  promptly  but  also  to  retain  a  desirable 
customer. 

BRENDLE  &  WATKINS 

Wholesale  Druggists 

Baltimore,  Md. 

Nov.  23,  1917. 
Mr.  L.  S.  Perkins, 
Brattleboro,  Vt. 

Dear  Sir: 

We  have  received  your  letter  of  November  21st,  request- 
ing an  extension  of  time  for  the  payment  of  your  account 
due  December  1. 

As  it  requires  a  long  time  to  get  our  goods  ready  for  the 
market,  and  as  the  profit  on  our  commodities  is  based  on 
the  narrowest  of  margins,  we  feel  that  all  accounts  must 
be  settled  when  due;  hence  our  regulation  of  a  limited  thirty 
days'  credit  to  all  customers.  If  we  could  make  any  excep- 
tion to  our  rule,  we  should  be  pleased  to  extend  our  period  of 
credit  to  a  customer  of  your  excellent  standing. 

We  regret,  however,  that  we  are  forced  to  ask  you  to 


350  ENGLISH  FOR  BUSINESS 

make  your  remittance  not  later  than  December  6.  We 
make  this  request  with  the  full  conviction  that  a  firm  of  your 
high  rating  wiU  be  able  to  secure  a  loan  readily  from  one  of 
your  local  banks. 

Very  truly  yours, 

Brendle  &  Watkins, 
per  A.  F.  B. 

Many  customers  are  quick  to  buy  but  slow  to 
pay;  and  yet  their  patronage  is  worth  retaining. 
Therefore,  the  dealer  must  be  tactful  in  the  methods 
to  which  he  resorts  for  collection.  He  must  exert 
real  diplomacy  and  careful  discrimination  in  the 
case  of  each  dilatory  customer.  He  must  exert 
every  effort  to  find  out  which  customers  are  merely 
slow  and  which  are  probably  dishonest.  With 
respect  to  the  first  class,  he  must  endeavor  to  write 
a  letter  that  will  not  irritate  a  customer  to  the 
point  of  discontinuing  his  purchases.  With  respect 
to  the  ** dead-beat"  class,  he  must  write  a  letter 
which  shows  plainly  that  drastic  measures  —  in 
short,  legal  procedure  —  will  be  enforced,  if  the 
payment  is  not  forthcoming. 

Sometimes  with  a  customer  slow  to  pay,  a  series 
of  letters  is  necessary.  Here  are  some  suggestions 
as  to  their  general  contents. 

1.  A  letter  calling  attention  to  the  overdue  account, 
and  assuming  that  perhaps  the  failure  of  settlement 
was  an  oversight.  To  this  should  be  added  something 
to  indicate  that  you  value  his  trade.  Above  all,  such 
a  letter  should  be  not  curt,  but  cordial;  should  in  no 


TYPES  OF  BUSINESS  LETTERS  351 

way  imply  doubt  as  to  the  business  honesty  of  your 
customer. 

2.  A  letter  slightly  more  firm  in  tone,  and  yet 
with  no  implication  of  irritation  or  doubt,  should 
follow  the  previous  letter,  provided  no  answer  has 
been  received.  It  gives  the  customer  an  opportunity 
to  pay  quickly  or  to  offer  an  explanation. 

3.  A  letter  insistent  in  tone,  requesting  the  pay- 
ment by  a  specified  time.  While  no  mention  of  law  is 
made,  the  letter  should  be  so  phrased  that  the  cus- 
tomer will  "read  between  the  lines"  that  your  next 
recourse  will  be  to  law  in  event  of  further  silence  on 
his  part. 

4.  If  necessary,  a  letter  stating  that  if  the  account 
is  not  settled  by  a  certain  date,  it  will  be  placed  in 
the  hands  of  your  lawyer  for  collection.  When  it  is 
necessary  to  write  such  a  letter,  it  is  more  than  hkely 
your  customer  is  not  worth  retaining. 

THE   PHIPPS   PRINTING   CO. 

South  Bend,  Ind.,  Nov.  28,  1919. 
Mr.  G.  F.  Storm, 
112  Lake  Street, 
Fort  Wayne,  Ind. 

Dear  Sir: 

Probably  the  approach  of  the  holiday  season  has  been 
responsible  for  your  failure  to  settle  your  account  to  date, 
the  statement  of  which  was  mailed  you  Sept.  28.  We 
are  inclosing  a  duplicate  invoice  in  order  to  facilitate  your 
reply. 

We  hope  that  your  order  of  display  advertisements,  which 
we  sent  you  Sept.  15,  is  satisfactory,  and  will  be  of  material 
advantage  to  yoii  in  your  business  at  this  time. 


352  ENGLISH  FOR  BUSINESS 

We  are  now  having  engraved  some  very  excellent  cuts  and, 
when  they  are  finished,  we  shall  be  pleased  to  send  you  at 
your  request  some  specimen  printings  from  them.  We  beheve 
they  will  be  unusually  helpful  in  rendering  attractive,  dis- 
play advertising  for  winter  sales. 

Very  truly  yours, 

The  Phipps  Printing  Co. 

THE  PHIPPS  PRINTING  CO. 

South  Bend,  Ind.,  Dec.  8,  1919. 
Mr.  G.  F.  Storm, 
112  Lake  St., 
Fort  Wayne,  Ind. 

Dear  Sir: 

Ten  days  ago  we  called  your  attention  to  your  overdue 
account,  but  thus  far  we  have  received  no  response.  We 
hope  that  you  will  be  able  to  make  a  remittance  before  the 
Christmas  hohdays. 

We  are  glad  to  say  that  the  engraved  cuts  referred  to  in 
our  letter  of  Nov.  28  are  now  completed.  We  shall  be 
pleased  to  send  you  several  specimen  printings  from  them, 
at  your  request. 

Very  truly  yours. 

The  Phipps  Printing  Co. 

THE  PHIPPS  PRINTING  CO. 

South  Bend,  Ind.,  Dec.  28,  1919. 
Mr.  G.  F.  Storm, 
112  Lake  St., 
Fort  Wayne,  Ind. 

Dear  Sir: 

Our  previous  letters  to  you  regarding  your  account  have 
remained  unanswered.    We  find  it  hard  to  believe  that  this 


TYPES  OF  BUSINESS  LETTERS  353 

neglect  can  be  intentional  on  your  part,  and  yet  we  are  at 
a  loss  to  understand  your  failure  to  give  us  any  satisfaction. 
We  must  insist  that  the  account  be  settled  by  the  2d 
prox,,  for  we  do  not  desire  to  carry  it  after  that  time. 
Very  truly  yours, 

The  Phipps  Printing  Co. 

THE  PHIPPS  PRINTING  CO. 

South  Bend,  Ind.,  Jan.  4,  1920. 
Mr.  G.  F.  Storm, 
112  Lake  St., 
Fort  Wayne,  Ind. 

Dear  Sir: 

We  regret  that  we  are  forced  again  to  call  your  attention 
to  your  account  long  past  due.  We  believe  that  further 
delay  is  not  only  unwarranted  but  also  unbusinesslike  and, 
therefore,  unless  we  receive  payment  in  full  by  the  10th 
inst.,  we  will  turn  the  account  over  to  our  lawyer  for  col- 
lection. 

Very  truly  yours. 

The  Phipps  Printing  Co. 

Exercise  151. —  Written 

1.  You  have  sent  two  statements  to  James  H. 
Redmond.  Write  the  first  letter  requesting  payment. 
(See  the  pupil  letter,  Chapter  XIV,  page  293.) 

2.  To  Frank  R.  Winslow,  who  has  the  reputation 
of  being  "slow  but  good,"  you  have  sent  three  state- 
ments. You  are  confident  of  his  good  intentions  and 
therefore  you  wish  merely  to  bring  the  account  before 
him  in  a  more  forceful  way  than  by  another  state- 
ment.   Write  the  letter. 


354  ENGLISH  FOR  BUSINESS 

3.  John  R.  Willoughby,  who  has  needed  much 
urging  in  setthng  a  previous  bill,  is  showing  the  same 
tardy  attitude  in  meeting  his  second  account.  You 
have  sent  two  statements  and  one  letter.  Write  him 
the  second  request  for  payment. 

4.  Mr.  Willoughby  continues  to  delay.  Write  the 
third  letter. 

5.  You  are  convinced  from  your  former  experience 
with  Mr.  Willoughby  and  from  his  ignoring  your 
three  letters  that  he  pays  only  when  forced  to  and  so 
you  conclude  to  put  the  statement  into  the  hands  of 
a  collection  agency  ^  without  further  delay.  Write 
the  letter  informing  him  of  your  intention  to  take 
this  step. 

7.  Letters  Answering  Complaints.  —  The  best 
business  man  tries  to  keep  his  customer  satisfied. 
He  knows  that  in  the  course  of  human  affairs  mis- 
understandings are  bound  to  arise  from  time  to 
time  and  that  to  every  business  occasionally  will 
come  letters  of  complaint.  That  a  customer  hap- 
pens to  lose  his  head  is  no  reason  why  a  business 
man  should  lose  his  temper  in  replying. 

Once  more  the  business  man  —  and  when  we 
say  business  man  we  mean  either  a  member  of 
the  firm  or  any  of  its  representatives  —  is  called 
upon  to  be  a  diplomat.     The  tactful,  courteous 

1  Some  business  houses  prefer  to  give  their  delinquent 
accounts  into  the  hands  of  a  collection  agency.  Such  an 
agency  by  means  of  follow-up  letters  often  secures  the 
desired  results  without  going  to  law. 


TYPES  OF  BUSINESS  LETTERS  355 

reply  will  go  far  towards  avoiding  a  possible  breach 
between  dealer  and  customer. 

Very  often  a  wrathful  letter  from  a  customer 
sorely  tempts  the  business  man  to  make  a  corre- 
spondingly sarcastic  answer.  But  the  Biblical 
proverb,  *'A  soft  answer  turneth  away  wrath,  but 
grievous  words  stir  up  anger,"  is  eloquently  true 
in  such  a  situation.  The  letter  that  ignores  dis- 
courtesy on  the  part  of  the  customer,  that  attempts 
to  see  the  trouble  from  the  customer's  angle,  and 
that  tries  to  smooth  out  misunderstandings,  is 
the  letter  bound  to  bring  finally  a  reaction  in  the 
writer's  favor.  An  even-tempered  letter  written 
in  a  calm,  cool-headed  manner  reflects  the  dignity 
and  the  self-respect  of  its  writer.  Marshall  Field's 
adage:  '*The  customer  is  always  right"  is  worth 
beheving,  in  deahng  with  letters  of  complaint. 

It  is  wefl,  furthermore,  to  remember  that  what 
has  been  written  in  bitterness  is  hard  to  forget  or 
forgive.  The  curt  response  merely  adds  oil  to  the 
flames  of  dissatisfaction;  it  probably  means  the 
direct  loss  of  one  customer's  patronage,  and,  be- 
cause of  his  iU-will,  may  be  the  indirect  cause  of 
losing  the  patronage  of  others. 

Very  often,  too,  the  customer  is  justified  in  his 
complaint,  if  not  in  his  method  of  making  it.  The 
business  man  should  manifest  a  wiUingness  to 
investigate;  indeed,  he  should  go  further,  and  indi- 
cate an  eagerness  to  correct  any  mistakes  and  a 
desire  to  retain  the  good  wiU  of  the  customer. 


356  ENGLISH  FOR  BUSINESS 

Tact  in  time  saves  trade;  tact  all  the  time  builds 
business. 

One  customer,  having  received  a  shipment  of  china- 
ware  bought  at  a  special  bargain,  finds  among  the 
contents  several  dishes  broken  and  several  cups  and 
saucers  nicked.  In  an  angry  letter  he  writes  inquir- 
ing whether  he  is  supposed  to  use  broken  china  and 
whether  it  is  the  policy  of  the  firm  to  sell  only  dam- 
aged goods  at  bargain  prices.  He  plainly  states  that 
he  has  received  goods  deliberately  misrepresented. 
The  following  reply  illustrates  how  his  letter  of  com- 
plaint might  be  answered. 

Dear  Sir: 

Your  letter  of  November  16,  regarding  the  unsatisfactory 
condition  in  which  some  of  our  last  shipment  of  chinaware 
reached  you,  has  just  been  received.  We  regret  that  several 
of  the  pieces  were  damaged,  for  we  realize  that  you  may 
have  been  thereby  greatly  inconvenienced  in  getting  your 
Christmas  stock  ready.  Upon  investigation  we  have  found 
that,  because  of  the  rush  of  orders  during  our  special  bar- 
gain sale,  our  head  packer  was  forced  to  hire  temporary 
assistants.  It  is  probable  that  the  damage  was  due  to  their 
carelessness  and  inexperience  in  packing. 

However,  if  you  will  be  kind  enough  to  make  an  exact 
list  of  the  articles  damaged,  we  shall  be  not  only  wiUing  but 
also  glad  to  replace  them  immediately  to  your  satisfaction. 
It  has  always  been  the  policy  of  this  firm  to  deliver  goods 
which  are  precisely  as  advertised.  We  hope  that  you  will 
take  the  opportunity  of  allowing  us  to  sustain  our  policy 
with  respect  to  your  House. 

Very  truly  yours. 


TYPES  OF  BUSINESS  LETTERS  357 

Exercise  152.  —  Oral  and  Written 

Discuss  first  in  class  the  attitude  which  you  are 
going  to  assume  in  answering  each  of  the  following 
complaints.  In  order  to  make  your  reply  both  courte- 
ous and  exact,  write  the  letter  of  complaint  as  well 
as  the  answer. 

1.  The  Williams  Automatic  Gun  Co.,  Charlottesville, 
N.  Y.,  receives  a  letter  from  a  local  dealer,  claiming  that  he 
has  been  overcharged  for  his  recent  order.  Investigation 
shows  that  the  price  of  manufacture  has  been  advanced 
since  his  former  order  was  placed. 

2.  The  Telephone  Company  receives  a  letter  from  one 
of  its  patrons  insisting  on  the  immediate  removal  of  the 
telephone  on  the  ground  that  he  has  been  twice  overcharged 
for  long-distance  calls  which  he  has  made. 

3.  A  customer  living  in  the  far  West  angrily  writes  to 
an  Eastern  concern  inquiring  why  the  goods  ordered  by  him 
two  weeks  before,  have  failed  to  reach  him.  His  goods  have, 
as  a  matter  of  fact,  been  sent  by  freight,  and  he  has  obviously 
neglected  to  allow  three  or  four  weeks  for  the  goods  to  reach 
their  destination. 

4.  Your  landlord  lives  in  the  country,  about  forty  miles 
away.  He  has  promised  to  concrete  your  cellar  and  has 
informed  you  that  he  has  given  the  order  to  H.  E.  Wells 
&  Co.  of  your  town.  About  three  days  after  this  promise  is 
made,  a  wagon  load  of  sand  is  dumped  in  your  back  yard. 
Two  weeks  later  you  write  to  complain  of  the  delay,  the 
condition  of  the  yard,  and  of  the  cellar.  Write  also  the 
landlord's  letter  of  inquiry  and  complaint  to  H.  E.  Wells 
&  Co. 


358  ENGLISH  FOR  BUSINESS 

Exercise  153.  —  Oral 
Answer  these  telephone  complaints  from  customers. 

3.  Four  o'clock  in  the  afternoon;  early  morning  order 
from  the  market  not  yet  dehvered. 

2.  Milk  and  cream  turned;  this  has  been  the  condition 
for  the  past  three  days;  a  threat  to  change. 

3.  Laundry  not  satisfactory;  collars  badly  ironed,  shirt 
torn.    What  reparation  can  be  made.^ 

4.  Mahogany  chest  of  drawers  has  sprung  apart.  Maker 
is  informed  and  promises  to  come  to  examine  the  damaged 
piece  of  furniture.  Rush  of  orders  prevents  his  coming  and 
so  he  sends  an  assistant.  Customer  insists  upon  the  maker's 
attending  to  the  job.    Answer  her  demand. 

8.  Form  and  Sales  Letters.  —  Of  necessity, 
large  business  houses  have  a  heavy  correspondence. 
To  write  a  personal  answer  to  every  letter  received 
would  make  vast  inroads  on  time  needed  for  more 
important  considerations  or  would  require  an  im- 
mense increase  in  the  clerical  force.  Therefore, 
the  form  letter  has  come  to  be  a  big  asset  in  busi- 
ness, for,  as  we  shall  see,  it  serves  numerous 
purposes. 

There  is  the  form  letter  which  can  be  mailed  in 
response  to  inquiries  which  because  of  their  nature 
can  be  answered  by  a  general  letter.  Such  a  letter 
is  usually  printed  in  typewriter  type  and  needs 
merely  the  insertion  of  the  inquirer's  address  for 
response.  Some  firms  have  numerous  form  let- 
ters framed  to  answer  the  various  general  needs 
which  may  arise.    When  an  inquiry  comes  in,  the 


TYPES  OF  BUSINESS  LETTERS  359 

proper  form  letter  for  reply  is  dispatched  as  an 
answer. 

Form  letters  are  valuable  for  general  announce- 
ments, such  as  new  rates  of  discount,  changes  of 
address,  changes  in  partnership,  instructions  to 
local  agents,  general  announcements,  etc. 

Form  letters  are  especially  useful  for  advertising 
and  for  making  sales.  These  letters  require  much 
care  and  study  in  their  preparation.  The  writer 
must  try  to  keep  in  mind  those  whom  the  letter  will 
probably  interest.  He  must  give  the  letter  the 
personal  touch  that  is  likely  to  appeal  to  its  reader. 
He  must  study  how  to  arouse  interest  at  the  out- 
set and  how  to  present  the  subsequent  material 
in  a  convincing  manner.  He  must  make  sure  that 
his  letter  does  not  sound  *' cheap";  he  must  also 
avoid  worn-out  phrases.  After  the  value  of  the 
article  mentioned  has  been  described,  he  must  be 
able  to  persuade  the  reader  that  it  is  to  his  particu- 
lar advantage  to  possess  that  article.  He  should 
include  some  particular  inducement  for  buying  it. 

Very  often  some  inclosure  in  the  form  of  a  reply 
postal,  an  order  blank,  an  addressed  envelope,  a 
money  order  application,  a  coupon,  etc.,  accom- 
panies the  form  letter. 

The  form  letter  itself  may  often  stimulate  action 
by  announcing  special  terms,  an  introductory  cut 
price.  Such  announcements  as  free  trial  offers, 
easy  payments,  and  the  like,  frequently  bring 
desired  results. 


360  ENGLISH  FOR  BUSINESS 

Form  letters  are  sometimes  used  to  request  pay- 
ment by  reminding  the  customer  of  a  bill  overdue. 
Letters  so  designed  should  be  as  impersonal  as  pos- 
sible. Some  business  houses  use  a  form  card  to 
acknowledge  the  receipt  of  a  remittance. 

A  series  of  form  letters  is  sometimes  used  in  an 
advertising  campaign.  Each  of  these,  called  a 
"follow-up"  letter,  is  used  to  refer  to  and  develop 
the  ideas  in  the  letter  which  has  preceded.  Such 
a  series  often  brings  results  in  cases  where  a  single 
letter  might  be  overlooked  or  ignored. 

Read  the  following  form  letter  composed  by  a 
high  school  student  and  used  by  the  firm  for  which 
he  works  in  the  afternoon.  To  whom  would  such  a 
letter  be  sent?  What  is  its  purpose?  What  is  the 
purpose  of  each  paragraph?  Account  for  the  order  of 
points  selected. 

THE  HOLDEN  PATENT  BOOK  COVER  CO. 
SPRINGFIELD,    MASSACHUSETTS 

November,  1918. 
Dear  Sir: 

Are  you  forced  to  practice  economy?  Then  what  we 
have  to  say  is  of  vital  importance  to  you,  for  it  is  designed  to 
alleviate  yom*  troubles. 

Perhaps  you  are  coerced  by  certain  circumstances  to 
reduce  to  a  minimum  your  expenditures;  perhaps  you  ad- 
vocate (and  rightfully)  economy  in  the  public  departments 
under  your  jurisdiction.  But  are  you  wisely  and  consistently 
practicing  it? 


TYPES  OF  BUSINESS  LETTERS  361 

You  have  probably  been  impeded  by  the  enormous  but 
inevitable  textbook  expense;  and  concluded  that,  being  the 
largest,  it  should  be  reduced  first.  Accordingly,  you  de- 
sired to  lower  this  expense  by  purchasing  cheaper  sets  of 
books  in  place  of  the  more  expensive  ones  you  had  been 
using.  The  textbook  account  was  lowered,  truly,  but  is 
that  economy?  Does  it  display  a  "frugal  and  judicious 
use"  of  the  taxpayers*  money?  You  have  just  what  you 
paid  for  —  nothing  more  and  nothing  better. 

Now,  here  is  our  point.  Would  it  not  have  been  much 
better  had  you  lengthened  the  Kves  of  the  expensive  books 
already  in  use,  and  thereby  necessitated  the  purchase  of 
only  half  as  many  new  ones?  Impossible,  you  say?  Then 
you  have  never  heard  of  the  Holden  System  of  Preserving 
Books.    Let  us  explain  it  and  its  use. 

Here  you  have  a  book  entirely  torn  from  its  back  and 
contemplate  discarding  it.  With  the  Holden  *'T"  Back 
Binder,  you  can  rebind  it  so  that  it  will  be  even  stronger 
than  when  new!  A  binding  partially  broken,  or  a  loose 
leaf,  can  be  repaired  by  means  of  the  Holden  Perfect  Self 
Binders.  Here  is  a  torn  leaf  which  the  Holden  Transparent 
Adhesive  Paper  will  repair  in  a  jiffy.  And  coming  to  the 
cover,  —  how  nice  it  is  to  clothe  it  in  a  clean,  brown,  germ 
and  waterproof  jacket,  one  which  will  last  a  full  school  year; 
and  best  of  all,  will  take  upon  itself  all  of  the  filth  and  wear 
of  that  usage.  As  a  result,  you  have  a  textbook  which  may 
safely  be  used  for  another  term,  —  and  if  you  had  practiced 
the  Holden  System  when  you  first  purchased  the  book, 
its  life  could  have  been  lengthened  two  or  three  years. 
The  cost  is  trivial,  as  the  inclosed  circulars  prove.  Is  this 
not  true  economy? 

We  do  not  advocate  a  new  or  untried  thing.  We  have 
been  in  the  business  forty-four  years,  and  supply  thousands 
of  school  boards  with  our  goods,  among  them  those  of  New 
York,  Philadelphia,  Harrisburg,  Omaha,  Duluth,  and  Spring- 


362  ENGLISH  FOR  BUSINESS 

field.  Any  one  of  these  discerning  boards  heartily  indorses 
our  system  and  considers  it  indispensable.  We  are  prepared 
to  furnish  any  number  of  bona  fide  testimonials.  However, 
as  the  Japanese  say,  a  look  is  worth  a  thousand  words.  Give 
our  articles  a  most  exacting  trial,  and  see  for  yourself  why 
we  have  been  in  the  business  so  long. 

So  sure  are  we  that  our  goods  are  all  we  claim  them  to  be 
that  we  are  wiUing  to  make  you  this  offer.  We  will  send 
you,  free  of  charge,  an  assortment  of  our  Book  Covers 
and  a  Combination  Out^t  of  our  Repairing  Materials,  on 
condition  that  you  give  them  a  fair  trial  in  your  schools. 
Compare  results;  make  exacting  tests  —  you  owe  it  to  the 
taxpayers — and  we  know  that  you  will  be  siuprised  at 
the  results. 

Return  us  this  letter  and  receive  by  return  mail,  free  of 
all  charges  whatsoever,  the  tnal  order  mentioned  above. 
Remember,  it  is  to  your  advantage. 

Yours  for  efficiency, 
The  Holden  Patent  Book  Cover  Co. 

The  following  letter  also  was  designed  and  com- 
posed by  a  high  school  pupil.  Apply  the  test  ques- 
tions found  on  pages  288-289,  and  criticize  the  work 
from  the  standpoint  of  ease  and  effectiveness. 

THE 
WATERBURY  ADVERTISING  CO. 

The  "  Tiffany''  of  Advertising 

Springfield,  Mass., 
October  28,  1918. 
Dear  Sir: 

The  old  adage  —  "A  chain  is  no  stronger  than  its  weakest 
link"  —  is  quite  true.     The  same  adage  applies  to  adver- 


TYPES  OF  BUSINESS  LETTERS  363 

tising,  for  that  is  the  link  that  connects  the  manufacturer 
and  the  buyer.    Thus  we  see  its  importance. 

Advertising  looks  simple  from  the  outside.  So  does 
peanut  vending. 

But  the  push  cart  business  has  its  intricacies  which  make 
Tony  a  master,  and  the  rest  of  us  novices. 

Our  method  of  advertising  is  to  deal  hghtly  with  the 
subject,  yet  forcibly;  not  to  sacrifice  the  convincing  for 
the  pleasantries,  but  to  use  the  lighter  vein  as  a  surface  to 
make  the  forceful  arguments  acceptable. 

A  snappy,  forceful  advertisement  like  this,  will  win  the 
way  to  the  busiest  business  man's  attention. 

We  want  you  to  know  us. 

It  might  be  useful  to  you. 

Very  truly  yours, 
Ralph  E.  Waterbury,  President 

The  following  form  card  is  used  by  a  large  New 
York  firm  to  acknowledge  the  receipt  of  a  remittance. 
It  is  pasted  on  a  blotter  and  hence  serves  as  an  ad- 
vertisement as  well  as  an  acknowledgment. 

We  beg  you  to  accept  our  theuiks  for  your 
remittance,  for  which  we  inclose  receipted 
statement.  We  trust  we  may  be  favored 
with  your  continued  patronage. 

Exercise  154. 

Make  a  collection  of  such  cards.  Note  the  purpose 
of  each.  Discuss  each  as  to  the  message  it  conveys, 
its  value  as  a  work  in  commercial  design,  and  its  use 
as  bookmark,  blotter,  calendar  card,  etc. 


364  ENGLISH  FOR  BUSINESS 


Exercise  155.  —  Written 

1.  Write  a  form  letter  announcing  a  spring  opening 
in  a  millinery  store. 

2.  Write  a  form  letter  of  an  argumentative  type 
for  a  trust  company,  advising  the  customer  to  make 
a  will  that  will  require  his  estate  to  be  managed  by 
a  trust  company.  Show  the  advantages  of  having 
such  a  company  act  as  executor  or  trustee  compared 
with  an  individual  —  (a)  the  management  is  con- 
tinuous and  not  interrupted  by  death  or  disabihty; 
(b)  investments  are  in  the  hands  of  an  able  and  ex- 
perienced committee;  (c)  the  heirs  are  protected  by 
the  resources  of  a  trust  company. 

3.  Write  a  sales  letter  to  bring  before  the  public 
the  advantages  of  a  particular  globe  for  electric 
lighting. 

4.  Write  a  sales  letter  to  advertise  the  advantages 
of  a  motor  car.  (Choose  one  with  which  you  are 
thoroughly  familiar.) 

5.  Write  a  letter  to  advertise  the 

Dictionary. 

6.  Design  and  write  a  form  letter  to  advertise  a 
boys'  camp. 

7.  If  you  are  working  for  any  firm  on  Saturdays  or 
after  school  hours,  study  the  uses  of  a  commodity 
which  you  have  to  sell.  Think  of  all  the  favorable 
characteristics  that  you  can  offer  in  behalf  of  this 
particular  commodity.  Arrange  your  ideas  so  as  to 
win  gradually  the  interest  of  your  correspondent  to 
the  realization  that  he  needs  your  goods  and  no  other. 
Write  such  a  letter. 


TYPES  OF  BUSINESS  LETTERS  365 

8.  Write  a  form  letter  making  a  free  trial  offer. 

9.  Write  a  letter  offering  introductory  cut  prices. 
10.   Write  a  letter  to  accompany  a  style  book  de- 
signed to  advertise  a  certain  make  of  shoes. 

With  the  growth  of  modern  charity  organiza- 
tions, and  of  schools  founded  for  the  purpose  of 
training  the  young  to  be  industrially  efficient,  a 
form  letter  has  developed,  designed  to  appeal  to 
the  philanthropic  spirit  of  many  citizens  in  every 
community.  Such  letters*  usually  (a)  thank  the 
addressee  (if  he  is  an  old  contributor)  for  past 
favors,  (b)  state  the  present  condition  and  plans  of 
the  institution,  and  (c)  make  the  appeal  for  con- 
tinued help.  The  inclosures  in  such  letters  vary 
greatly:  sometimes  plain  printed  envelopes  bear- 
ing the  address  to  which  the  money  is  to  be  sent; 
sometimes  stamped  envelopes;  sometimes  con- 
tribution cards  and  envelopes  to  fit;  sometimes 
pictures  of  the  people  helped,  the  institutional 
plants  in  the  course  of  construction,  etc. ;  and  some- 
times blotting  cards  stating  the  principles  upon 
which  the  organization  is  developing. 

Exercise  156.  — Oral 

Analyze  the  following  letter.  What  is  the  main 
purpose?  What  is  the  purpose  of  each  paragraph.?^ 
Discuss  the  business  methods  of  running  this  institu- 
tion. Are  they  such  as  will  appeal  to  the  average 
man  of  business.^ 


366  ENGLISH  FOR  BUSINESS 


WILLIAMS  ACADEMY 
WellsborOf  Pa. 

December  19,  1918. 
Dear  Mrs.  Mallary: 

I  know  that  your  hands  must  have  been  more  than  full 
during  this  distressing  year,  and  so  I  have  purposely  refrained 
from  asking  you  hitherto  to  remember  WiUiams  Academy  this 
year  among  your  benevolences.  But  pressing  obhgations 
have  soon  to  be  met  and,  therefore,  we  shall  be  very  grate- 
ful to  you  if  you  can  send  us  a  gift,  no  matter  how  small. 

The  school  is  proceeding  very  satisfactorily  along  the 
lines  of  high  scholarship  and  practiced  training  for  efficient 
living.  The  farm  has  yielded  an  actual  profit  over  its  run- 
ning expenses,  besides  giving  the  boys  excellent  practice 
and  furnishing  the  boarding  department  with  fresh  milk, 
eggs,  fowls,  and  vegetables.  The  girls  of  the  Domestic  Arts 
Department  have  put  up  a  large  quantity  of  preserves 
and,  in  addition,  they  have  made  twenty-eight  pairs  of  cur- 
tains for  the  dormitories.  The  boys  of  the  Mechanic  Arts 
course  have  constructed  simple  furniture  for  the  school. 
Three  meals  a  day  are  prepared  by  the  boarding  department 
for  a  total  cost  of  thirty-four  cents  per  person,  thus  saving 
the  Academy  a  considerable  amount  over  the  previous  plan 
when  a  capable  housewife  was  given  $3.50  a  week  per  head. 

In  these  and  other  ways  Williams  Academy  has  been  doing 
its  best  to  keep  down  expenses;  yet  you  will  understand 
that  it  is  obhged  to  ask  for  some  help.  Will  you  be  good 
enough  to  send  us  such  amount  as  it  may  be  in  your  power 
to  give  us  at  this  time? 

Sincerely  yours, 

Clifton  0.  Page 


TYPES  OF  BUSINESS  LETTERS  367 

Exercise  157.  —  Oral 

Criticise  the  following  card.  What  is  its  purpose? 
How  would  the  analysis  of  modern  philanthropy 
recommend  itself  to  a  prospective  contributor?  What 
is  the  effect  of  the  balanced  construction? 

This  is  a  blotter  —  let  its  message  sink  in. 

MODERN  PHILANTHROPY 

WHAT  IT  DOES  NOT  AND  WHAT  IT  DOES 

It  does  not  merely  treat  the  It  aims  to  cure  the  disease. 

symptoms. 

It  does  not  simply  give  alms  It  foUows  up  the  gift  with 

and  pass  on.  personal  service. 

It  does  not  confine  its  efforts  It  builds  for  the  future,  while 

to  present  needs.  caring  for  the  present. 

It  does  not  dole  out  inade-  It  works  out  a  plan  for  per- 

quate  and  purely  tern-  manent    betterment    and 

porary  reUef.  stands  ready    to    carry 

the  plan  through. 

MODERN  PHILANTHROPY  IS  COMMON-SENSE 
PHILANTHROPY 

THE  FEDERATED  CHARITIES  OF  BALTIMORE 

Exercise  158.  —  Written 

1.  Study  the  work  of  any  charity  organization  in 
your  town.  Write  a  suitable  letter  of  appeal  which 
will  outline  the  activities  and  needs  of  the  institution. 

2.  Write  a  letter  of  appeal  for  an  industrial  institu- 
tion designed  to  meet  the  needs  of  children  in  the 
mountain  districts  of  Tennessee. 


368  ENGLISH  FOR  BUSINESS 

3.  Study  the  work  of  The  American  Civic  Asso- 
ciation, The  Consumers'  League,  The  American 
Indian  League,  and  similar  organizations.  Investigate 
the  needs  of  any  one  of  them.  Write  a  letter  of 
appeal  to  cover  the  condition  to  be  improved. 

4.  Plan  and  write  an  inclosure  for  letter  1;  for 
letter  2. 

9.  Telegrams,  Night  Letters,  Cablegrams.  — 
The  telegram  or  cablegram  is  really  an  abbre- 
viated letter.  But  because  of  its  brevity,  it  must 
be  absolutely  clear.  In  day  telegrams,  ten  words 
are  sent  at  a  fixed  rate;  in  night  letters  (telegrams 
to  be  sent  after  6  p.m.),  fifty  words  are  sent  for 
the  same  rate  as  the  day  telegram  of  ten  words. 
For  each  additional  word  in  a  telegram  or  a  night 
letter  an  extra  charge  is  made. 

In  a  telegram  only  the  words  of  a  message  are 
counted.  In  a  cablegram  the  name,  address,  and 
signature  are  also  included.  In  these  messages, 
figures,  names  of  towns,  villages,  territories,  states, 
abbreviations  of  weights  and  measures,  initials, 
surnames  of  persons,  decimal  points,  punctuation 
marks,  the  suflixes  st,  d,  th  added  to  ordinal  nu- 
merals, —  are  each  counted  as  one  word. 

Exercise  159.  —  Oral  Discussion 

1.  What  is  the  advantage  of  the  telegram  over 
the  long  distance  telephone  message.?  of  the  long  dis- 
tance message  over  the  telegram? 


TYPES  OF  BUSINESS  LETTERS  369 

2.  What  is  the  present  day  arrangement  with 
various  telephone  systems  for  securing  an  instan- 
taneous deHvery  of  a  telegraphic  message? 

3.  How  may  the  telephone  be  used  in  sending  a 
telegram? 

4.  How  are  telegraphic  messages  paid  for  when 
they  are  sent  over  the  telephone? 

Exercise  160.  —  Investigations 

1.  Find  the  rate  of  telephoning  from  your  home 
to  Chicago,  to  New  York,  to  Boston,  to  San  Francisco. 

2.  Condense  letter,  Chapter  XIX,  page  342,  for  a 
telegraphic  message.  Get  rates  for  sending  it  from 
your  town:  (a)  by  telegraph;  (b)  by  long  distance 
telephone. 

3.  What  is  the  extent  of  the  use  of  the  night  letter 
in  business? 

4.  Explain  the  code  system  in  sending  messages. 
(Consult  the  "ABC  Code.") 

5.  Define  telecard,  teletape,  teleposL 

6.  What  is  the  method  of  telegraphing  money? 
Work  out  the  rates  for  sending  $50  from  your  town  to 
a  definite  city. 

7.  What  is  the  method  of  cabling  money?    Work 

out  the  rate  of  sending  $200  from  your  town  to  London, 

England. 

Exercise  161. —  Written 

1.  You  wish  your  father  to  meet  you.  Telegraph 
him  definitely  so  that  he  can  not  mistake  time,  train, 
or  station.    Limit  to  ten  words.     Write  out  all  figures. 

2.  An  accident  has  happened  on  your  train.  You 
wish  to  reheve  your  family  of  any  anxiety  should  they 


370  ENGLISH  FOR  BUSINESS 

hear  of  the  disaster.     Write  the  telegram.     Limit  to 
ten  words. 

3.  Send  a  telegram  to  your  Congressman  asking 

him  to  vote  for  Bill  No ,  which  is  now  before 

the  House. 

4.  Follow  the  telegram  in  3  by  a  night  letter  giving 
reasons  for  wishing  the  aforesaid  bill  to  pass. 

6.   Condense  for  a  telegraphic  message  Silas  Marner 
West's  order,  Chapter  XIX,  page  341. 

Exercise  162.  —  Written  Review 

1.  Write  to  C.  E.  Hayes,  23  Taylor  St.,  Worcester, 
Mass.,  ordering  1  doz.  8  amp.  600  v.  socket  fuses;  J  doz. 
60  amp.  250  v.  socket  fuses.  State  method  of  sending  and 
method  of  settling  account. 

2.  Order  from  the  Library  Bureau,  Springfield,  Mass., 
*'1000  pockets  as  per  sample;  1000  cards  do."  State  how 
you  wish  them  sent,  terms,  etc. 

3.  Order,  to  be  sent  by  fast  freight,  the  following:  2 
doz.  half  round  needle  files;  1  doz.  pairs  selected  scissors; 
2  gro.  J"  #10  screws;  2  gro.  U''  #9  screws;  1  gro.  li"  #13 
screws;  1  lb.  each  (bulk)  3  oz.,  6  oz.  tacks;  1  ream  #1  sand 
paper. 

4.  Order  from  Hampden  Lumber  Co.,  Milan,  N.  Y.,  to 
be  sent  by  freight,  200  ft.  2"  rough  sycamore;  150  ft.  |"  pine 
shelving;   200  ft.  1"  #1  whitewood,  rough,  10  to  12"  side. 

5.  Write  to  Wadsworth,  Howland  &  Co.,  Liberty,  Pa., 
for:  10  lbs.  light  colored  molding  glue;  2  1"  shellac  brushes; 
1  pt.  asphaltum;  2  doz.  tubes  Crimson  Lake  oil  paint;  2 
doz.  tubes  Crimson  Lake  water  color.  Request  that  the 
shipment  be  made  by  express  C.  0.  D. 

6.  Write  a  letter  of  application  to  Brown,  Rice  & 
Hallett,  attorneys,  218  15th  St.,  N.  W.,  Washington,  D.  C, 
for  a  position  as  stenographer  and  typewriter. 


TYPES  OF  BUSINESS  LETTERS  371 

7.  Write  a  letter  from  Brown,  Rice  &  Hallett,  accepting 
the  foregoing  application  conditionally. 

8.  You  are  engaged  in  the  hardware  business.  Order 
from  George  White  &  Co.,  195-199  St.  Clair  St.,  Cleveland, 
Ohio,  ten  different  kinds  of  articles  for  your  store.  Make 
your  own  terms  and  say  how  goods  shall  be  shipped. 

9.  Reply  for  George  White  &  Co. 

10.  Close  the  above  transaction  by  making  out  all 
necessary  papers. 

11.  You  are  in  the  dry  goods  business.  Order  from 
Pancroft,  Perth  &  Co.,  297  Madison  Avenue,  New  York 
City,  ten  different  kinds  of  silk  for  your  silk  department. 

12.  Reply  for  Pancroft,  Perth  &  Co.,  giving  terms  and 
saying  how  goods  have  been  shipped. 

13.  Close  the  above  transaction. 

14.  You  desire  to  open  a  retail  hardware  store  in  Schenec- 
tady, N.  Y.  Write  to  the  Cleveland  Hardware  Co.,  123 
Seneca  St.,  Cleveland,  Ohio,  asking  for  three  months'  credit 
on  an  inclosed  order  for  goods.  Mention  fact  and  give 
references  which  will  induce  the  company  to  comply  with 
your  request. 

15.  Write  a  reply  to  the  foregoing  from  the  Cleveland 
Hardware  Co.,  saying  that  the  goods  have  been  shipped, 
giving  particulars  of  shipment,  and  inclosing  invoice.  State 
when  your  commercial  traveler  will  call,  and  refer  customer 
to  branch  house  in  Baltimore  which  will  fill  small  orders 
needing  immediate  attention. 


Chapter  XX 

SCIENTIFIC  AND  TECHNICAL  DESCRIPTION: 
SPECIFICATIONS 

1.  The  Purpose  of  the  Specification.^  —  Speci- 
fications are  written  by  architects  to  accompany 
drawings,  by  real  estate  dealers  to  describe  prop- 
erty, by  manufacturers  to  explain  the  construc- 
tion of  commodities,  by  inventors  to  make  clear 
their  inventions,  and  by  a  countless  number  of 
persons  engaged  in  those  business  pursuits  that 
require  a  very  detailed  specific  description  of  the 
articles  manufactured,  ordered,  or  sold.  Such 
descriptions  are  usually  supplemented  by  diagrams 
to  aid  the  reader  in  the  interpretation  of  the  text. 

2.  Scientific  and  Literary  Description  Distin- 
guished. —  To  reahze  fully  the  difference  between 
scientific  and  hterary  description,  compare  the 
following: 

THE  AEROPLANE 

My  sinews  are  supple  as  steel, 

A  motor  athrob  is  my  heart. 
I  thrill  to  its  beating,  I  feel 

The  lift  of  the  air  as  I  start. 
With  a  swirl  and  a  rush,  I  upwheel 

To  stab  the  steep  sky  like  a  dart. 

^  It  is  also  spoken  of  as  technical  description,  technical 
exposition,  scientific  description,  scientific  exposition. 

372 


SCIENTIFIC  AND  TECHNICAL  DESCRIPTION       373 

For  speed  and  for  strength  am  I  made, 

Yet  fragile  and  frail  is  my  form; 
My  framework  is  buttressed  and  stayed 

To  shoulder  the  stress  of  the  storm. 
I  war  with  the  winds  unafraid, 

Afloat  over  perils  aswarm. 

Swift  soaring  I  tower  and  stoop, 

I  hang  like  a  haggard  at  view; 
A  touch,  and  my  planes  will  adroop, 

I  fall  as  a  bolt  from  the  blue. 
I  swerve  on  a  sudden,  I  swoop, 

And  shde  up  the  airways  anew. 

****** 

I  cHmb  for  a  ghmpse  of  the  dawn, 

I  hold  back  the  sunset  at  will, 
A  star  'mid  the  stars  I  am  borne, 

I  hunt  the  moon  over  the  hill. 
At  even,  at  midnight,  at  morn, 

I  float  and  I  flutter  my  fill. 

These  things  are  all  mine  to  enjoy. 

Not  mine  is  the  praise  or  the  plan. 

The  strength  of  the  winds  I  employ. 
My  flight  is  a  continent's  span. 

Yet  I  am  but  a  weapon,  a  toy. 

My  maker  and  master  is  man. 

Behold!  I  am  born  of  his  brain. 

His  thought  is  the  father  of  me. 
Tho  Daedalus  labored  in  vain. 

And  Icarus  plunged  to  the  sea, 
To  man  came  the  vision  again. 

The  dream  that  was  greater  than  he. 

*****  * 

Francis  Medhurst 


374  ENGLISH  FOR  BUSINESS 

HOW  TO  MAKE  A  MODEL  AEROPLANE 

The  rivalry  among  boys  in  the  building  of  safe,  stable 
models  is  so  keen  that  model-flying  contests  are  held  from 
time  to  time  in  various  parts  of  the  country,  notably  at  Van 
Cortlandt  Park,  New  York  City.  The  amount  of  interest 
that  is  aroused  is  impressive  to  the  man  who  is  unfamihar 
with  the  spread  of  the  model-making  movement  among  boys. 
The  feats  accomplished  by  the  models  are  indeed  remarkable. 
One  of  them,  devised  by  the  writer  of  this  article,  has  flown 
for  a  distance  of  1,691  feet,  driven  only  by  rubber  bands. 
The  model  which  is  here  illustrated  is  bmlt  along  somewhat 
similar  lines,  and  wiU  fly  for  about  700  feet.  A  boy  of  an 
experimental  turn  of  mind  can  supply  it  with  supporting 
surfaces  of  difl'erent  size  and  shape,  and  probably  increase 
its  flying  range  considerably.  At  aU  events,  the  possibilities 
for  experimenting,  if  the  boy  who  makes  this  aeroplane  is  of 
an  inquiring  turn,  are  almost  unlimited. 

Aeroplane  models  are  sold  in  stores  throughout  the 
country.  They  undoubtedly  fly  —  some  better  than  others. 
Their  cost  ranges  from  two  to  five  doUars,  and  upward. 
The  model  here  shown  can  be  made  for  much  less  and  will 
outfly  almost  any  bought  model. 

The  Main  Frame 

The  main  frame  of  the  model  aeroplane  consists  of  two 
strips  a  of  spruce,  each  28  inches  long,  and  measuring  in  cross 
section  J  by  |  of  an  inch.  As  shown  in  Fig.  1,  the  two 
strips  a  are  tied  together  at  the  front  with  strong  thread  and 
are  then  glued,  the  glue  being  spread  over  and  between  the 
windings  of  the  thread.  (Figs.  1  and  5.)  The  rear  ends  of 
the  two  strips  a  are  spread  apart  4j  inches  to  form  a  stout 
triangular  frame,  and  are  tied  together  by  cross  bars  of 
bamboo  6  and  c,  which  are  secured  to  the  main  strips  a  by 
strong  thread  and  glue. 


SCIENTIFIC  AND   TECHNICAL  DESCRIPTION       375 


DETAILS   OF   THE   MODEL   AEROPLANE 

The  Propellers 

The  propellers  d  are  two  in  number  and  are  carried  by 
the  two  long  strips  a.  Each  propeller  is  five  inches  in  diam- 
eter, and  is  whittled  out  of  a  single  block  of  white  pine.  The 
propellers  have  a  pitch  of  about  ten  inches.     After  the 


376  ENGLISH  FOR  BUSINESS 

whittling  is  done  they  are  sandpapered  and  coated  with  var- 
nish. The  thickness  of  the  wood  at  the  hub  (eS  Fig.  7)  of 
the  propeller  should  be  about  |  of  an  inch.  At  the  rear  ends 
of  the  strips  a,  bearing  blocks  e  are  secured.  These  bearing 
blocks  are  simply  small  pieces  of  wood  projecting  about  | 
of  an  inch  laterally  from  the  strips  a.  They  are  drilled  to 
receive  a  smedl  metal  tube/^  (steel,  brass,  or  copper),  through 
which  tube  the  propeller  shaft  /  passes. 

The  propeller  shaft  itself  consists  of  a  piece  of  steel  wire 
passing  through  the  propeller  hub  and  bent  over  the  wood, 
so  that  it  cannot  turn  independently  of  the  propeller.  Any 
other  expedient  for  causing  the  propeller  to  turn  with  the 
shaft  may  obviously  be  employed.  Small  metal  washers  p, 
at  least  three  in  number,  are  slipped  over  the  propeller  shaft 
so  as  to  lie  between  the  propeller  and  the  bearing  block. 

That  portion  of  the  propeller  shaft  which  projects  for- 
wardly  through  the  bearing  block  e  is  bent  to  form  a  hook  /^. 
To  the  hook  /  rubber  strips  h,  by  which  the  propellers  are 
driven,  £u*e  secured.  The  rubber  strips  are  nearly  as  long 
as  the  main  strips  a.  At  their  forward  ends  they  are  secured 
to  a  fastening  consisting  of  a  double  hook  k  l.  The  hook  k 
lies  in  a  horizontal  plane,  the  hook  /  in  a  vertical  plane. 
The  hook  k  holds  the  rubber  strips  as  shown  in  Figs.  1  and 
4,  while  the  hook  /  engages  a  hook  m.  This  hook  m  is  easily 
made  by  passing  a  strip  of  steel  wire  through  the  meeting 
ends  of  the  main  strips  a,  the  portions  projecting  from  each 
side  of  the  strips  being  bent  into  the  hooks  m. 

The  Skids 

Three  skids  are  provided,  on  which  the  model  slides,  one 
at  the  forward  end,  and  two  near  the  rear  end.  All  are 
made  of  bamboo.  As  shown  in  Fig.  5,  the  front  skid  may  be 
of  any  length  that  seems  desirable.  A  6-inch  piece  of  bamboo 
will  probably  answer  most  requirements.  This  piece  n  is 
bent  in  opposite  directions  at  the  ends  to  form  arms  o  and 


SCIENTIFIC  AND  TECHNICAL  DESCRIPTION      377 

p.  The  arm  p  is  secured  to  the  forward  ends  of  the  two 
strips  a  constituting  the  main  frame,  by  means  of  thread  and 
glue.  The  strips  and  skid  are  not  held  together  by  the  same 
thread,  but  the  skid  is  attached  to  the  two  strips  after  they 
have  been  wound.  Hence  there  are  two  sets  of  windings 
of  thread,  one  for  the  two  strips  a  themselves,  and  another 
for  the  skid  and  the  strips.  Strong  thread  and  glue  should 
be  used,  as  before.  In  order  to  stiffen  the  skid,  two  bamboo 
struts  q  will  be  found  necessary.  These  are  bent  over  at 
the  ends  to  form  r^  and  r^  (Fig.  5).  Each  of  the  arms  r^  is 
secured  to  the  under  side  of  a  strip  a  by  strong  thread  and 
glue.  The  arms  r^  are  superimposed  and  tied  to  the  bamboo 
skid  n  with  strong  thread  and  glue. 

The  two  rear  skids,  of  which  one  is  shown  in  Fig.  6,  con- 
sist each  of  two  5-inch  strips  of  bamboo  s,  likewise  bent  at 
either  end  in  opposite  directions  to  form  arms  s^  and  s^.  The 
arms  s^  are  fastened  to  the  strips  a  by  strong  thread  and  glue. 
To  stiffen  the  skids  a  strut  t  is  provided  for  each  skid.  Each 
strut  t  consists  of  a  3-inch  strip  of  bamboo  bent  over  so  as 
to  form  arms  t^  and  t^.  The  arm  t^  fits  the  under  side  of  the 
main  strip  a,  the  arm  f^,  the  skid  s.  Strong  thread  and  glue 
are  employed  to  fasten  each  strut  in  position  on  the  strip  a 
and  the  skid  s.  In  the  crotch  of  the  triangular  space  m, 
formed  by  the  skid  s  and  the  strut  t,  a  tie  bar  v  (Figs.  4  and 
6)  is  secured  by  means  of  thread  and  glue.  This  tie  bar  v 
connects  the  two  skids,  as  shown  in  Figs.  1  and  4,  and  serves 
to  stiffen  them.  The  triangular  space  u  is  covered  with 
paper,  preferably  bamboo  paper.  If  bamboo  paper  is  not 
available,  parchment  or  stiff  light  paper  of  some  kind  may 
be  used.  It  does  not  need  to  be  waterproof.  Thus  triangular 
fins  are  formed  which  act  as  stabilizing  surfaces. 

The  Main  Planes 

The  main  planes  are  two  in  number,  but  are  different  in 
size.    Contrary  to  the  practice  followed  in  large  man-carry- 


378  ENGLISH  FOR  BUSINESS 

ing  monoplguies,  the  front  supporting  surface  is  compara- 
tively small  in  area  and  the  regu*  supporting  surface  com- 
paratively large.  These  supporting  surfaces  w  and  x  are 
shown  in  detail  in  Figs.  2  and  3.  It  has  been  found  that  a 
surface  of  considerable  area  is  required  at  the  rear  of  the 
machine  to  support  it.  Hence  the  discrepancy  in  size.  Al- 
though the  two  supporting  surfaces  differ  in  size,  they  are 
made  in  exactly  the  same  manner.  Each  consists  of  a  thin 
longitudinal  piece  of  spruce  1,  to  which  cross  pieces  of 
bamboo  2  are  attached.  In  the  smaller  plane  (Fig.  3)  all 
the  cross  pieces  2  are  of  the  same  size.  In  the  larger  plane 
(Fig.  2)  the  outer  strips  2a  are  somewhat  shorter  than  the 
others.  Their  length  is  2J  inches,  whereas  the  length  of  the 
strips  2  is  3  J  inches.  In  order  to  allow  for  the  more  gradual 
tapering  of  the  plane,  around  the  outer  ends  of  the  longi- 
tudinal strips  1  and  the  ribs  2,  a  strip  of  bamboo  3  is  tied. 
The  frame  composed  of  the  longitudinal  strip  1  and  cross 
strips  2  and  2a,  is  then  covered  with  bamboo  paper,  parch- 
ment paper,  or  any  other  stiff  light  paper,  which  is  glued  in 
place. 

The  forward  or  smaller  plane  has  a  spread  of  8J  inches  and 
a  depth  of  3j  inches.  The  main  plane  has  a  spread  of  20 
inches  and  a  depth  of  3i  inches  at  the  widest  portion.  The 
author  has  made  experiments  which  lead  him  to  believe  that 
the  tapering  form  given  to  the  outer  edge  of  the  plane  im- 
proves both  the  stability  and  the  endurance  of  the  machine. 
The  planes  are  slightly  arched,  although  it  will  be  found 
that  flat  planes  will  also  give  good  results.  The  rear  edge 
of  the  main  plane  should  be  placed  4}  inches  distant  from  the 
forward  edge  of  the  propeller  block  e. 

The  front  plane  must  have  a  shght  angle  of  incidence; 
just  how  much  depends  upon  the  weight  of  the  machine, 
the  manner  in  which  it  is  made,  and  various  other  factors. 
This  angle  of  incidence  is  obtained  by  resting  the  front  por- 
tion of  the  plane  on  two  small  blocks  4  (Figs.  1  and  5)  which 


SCIENTIFIC  AND  TECHNICAL  DESCRIPTION      379 

are  fastened  to  the  top  of  the  main  strip  a  by  strong  thread 
and  glue. 

The  height  of  the  blocks  4  should  be  about  i  of  an  inch, 
although  this  will  necessarily  vary  with  the  machine.  The 
blocks  should  be  placed  approximately  four  inches  from  the 
forward  end  of  the  machine.  The  front  end  of  the  forward 
plane  should  be  elevated  about  one-fourth  of  an  inch  above 
the  rear  end,  which  rests  directly  on  the  main  strips  a. 

Both  the  front  and  rear  planes  w  and  x  are  removably 
lashed  to  the  frame  by  means  of  ordinary  rubber  bands, 
which  may  be  obtained  at  any  stationery  store.  These 
rubber  bands  are  lettered  y  and  z  in  Fig.  1. 

Winding  the  Rubber  Strips 

The  rubber  strips  can  most  conveniently  be  wound  up 
by  means  of  an  egg  beater,  slightly  changed  for  the  purpose. 
The  beater  and  the  frame  in  which  it  is  carried  are  entirely 
removed,  leaving  only  the  main  rod  10,  which  is  cut  off  at 
the  lower  end  so  that  the  total  length  is  not  more  than  two 
or  three  inches.  The  two  brass  strips  11  on  either  side  of 
the  rod,  which  are  attached  to  the  pinion  12,  meshing  with 
the  large  driving  wheel  13,  are  likewise  retained.  A  washer 
14  is  soldered  to  the  rod  near  its  upper  end,  so  as  to  limit  the 
motion  of  the  small  pinion  12  and  the  brass  strips  11  attached 
to  the  pinion.  Next,  a  wire  15  is  bent  in  the  form  of  a  loop, 
through  which  loop  the  central  rod  passes.  The  ends  of 
the  wire  are  soldered  to  the  lower  ends  of  the  side  strips. 
Lastly,  a  piece  of  wire  16  is  bent  and  soldered  to  the  lower 
ends  of  the  side  strips.  In  order  to  wind  up  a  rubber 
strip,  the  strip  is  detached  from  the  forward  end  of  the 
model,  and  the  hook  m  shpped  over  the  wire  16.  The 
opposite  end  of  the  rubber  band  is  held  in  any  con- 
venient manner.  Naturally  the  two  strips  must  be  wound 
in  opposite  directions,  so  that  the  two  propellers  will  turn 
in  opposite  directions.    By  stretching  the  rubber  while  it 


380 


ENGLISH  FOR  BUSINESS 


A  group  of  boys  at  Van  Cortlandt  Park,  all  of  whom  have  made  their  own 
model  aeroplapea. 


A  hand-drill  modified  no  as 

to  wind  ap  two  rubber  bands  at  once. 

1 

w 

9k 

^^^^^^  '^^■^^W'^'i  v^^mn 

-        -,  _- — 

-^ 

r.'jr^'S^^^:^:  .   •"  ■-"■••♦r<-^ 

P9i9H 

Winding  up  the  rubber  bands  b>  which  the  model  is  driven. 


SCIENTIFIC  AND  TECHNICAL  DESCRIPTION      381 

is  being  wound,  more  revolutions  can  be  obtained.  It  is 
not  safe  to  have  the  propeller  revolve  more  than  700 
times.  The  ratio  of  the  gears  of  the  egg-beater  winder 
can  be  figured  out  so  that  the  requisite  number  of  twists 
can  be  given  to  the  rubber  bands  for  that  particular 
number  of  revolutions. 

Instead  of  an  egg  beater,  a  hand  drill  can  be  used,  as 
shown  in  one  of  our  photographs.  This,  however,  will  also 
have  to  be  modified  for  the  purpose,  a  wire  hook  being  in- 
serted in  the  jaws.  In  the  modified  drill  here  presented,  an 
extra  gear  has  been  provided  so  that  the  two  rubber  bands 
may  be  wound  up  at  the  same  time  in  opposite  directions. 

Cecil  Peoli.* 

It  need  scarcely  be  said  that  the  preceding  poem 
would  be  of  little  practical  value  to  a  mechanic 
desirous  of  building  an  aeroplane.  Although  the 
poem  presents  a  very  definite  picture  of  such  a 
machine  to  the  general  reader,  it  furnishes  none  of 
that  specific  information  which  would  guide  him 
in  its  actual  construction.  And  yet  we  do  not 
say  that  the  poem  is  worthless:  on  the  contrary, 
we  praise  it  as  a  composition  excellently  done, 
because  the  author  has  accomplished  his  purpose  — 
to  stir  the  imagination,  to  make  the  mind  feel 
the  beauty,  the  delicate  mechanism,  the  reserve 
power,  the  unlimited  possibilities  of  this  new 
invention.  The  writer  then  has  aimed  to  appeal 
to  his  reader  through  artistic  description.  For 
this  reason,  he  has  selected  everything  that  will 
give  emphasis  to  the  desired  presentation.     Only 

*  Scientific  American,  October  14,  1911,  pp.  334-335. 


382  ENGLISH  FOR  BUSINESS 

such  details  as  are  unusually  realistic  and  vivid 
have  been  included.  From  the  perusal  of  the 
poem,  the  reader  gets  a  sense  of  pleasure,  a  cer- 
tain sympathetic  pride  in  this  wonderful  achieve- 
ment of  man.  The  poem  secures  the  attention 
because  it  arouses  the  imagination. 

On  the  other  hand,  suppose  you  wanted  to  find 
out  how  an  aeroplane  might  be  made.  No  longer 
would  the  poem  be  of  value,  because  it  would  not 
serve  your  purpose.  Therefore,  you  would  look 
for  a  scientific  or  technical  description,  or,  to  use  a 
general  word,  an  exposition,  in  which  the  facts  and 
details  are  clearly  set  forth.  You  would  no  longer 
care  to  have  your  imagination  kindled,  but  you 
would  wish  to  have  your  curiosity  satisfied  by 
concrete  information.  You  would  turn  your  atten- 
tion, therefore,  to  a  detailed  scientific  description 
dealing  with  the  construction  of  such  a  machine. 
You  would  wish,  as  Cecil  Peoli,  the  aviator, 
realized,  in  the  writing  of  his  specification,  to 
know  all  about  propellers,  skids,  main  planes,  etc. 
You  would  need  to  have  every  detail  of  construc- 
tion made  absolutely  clear  and  you  would  ex- 
pect straightforward,  literal  language.  You  would 
study  accompanying  diagrams  with  interest,  for 
you  would  realize  their  scientific  value  in  aiding 
clearness. 

Exercise  163. 

The  following  is  a  scientific  description  of  a 
"ratchet  brace."    For  what  part  of  the  description  is 


SCIENTIFIC  AND  TECHNICAL  DESCRIPTION      383 

the  diagram  made?  Compare  the  relative  value  of 
this  part  with  the  other  parts.  What  is  the  purpose  of 
the  diagram? 

Probably  every  one  of  my  readers  has  seen  at  some  time 
or  other,  perhaps  on  the  ironwork  of  a  new  building  in  course 
of  erection,  a  man  drilling  a  hole  with  the  tool  known  as  a 
"ratchet  brace."  The  worker  generally  sits  or  lies  in  the 
most  comfortable  position  which  circumstances  will  permit, 
and  alternately  pulls  and  pushes  a  handle.  As  the  handle 
moves  in  one  direction,  either 
towards  him  or  away  from  him, 
a  chcking  sound  is  heard,  but 
while  it  goes  the  other  way  the 
chcking  is  silent.  Now  the  essen- 
tial part  of  that  machine  is  a 
certain  kind  of  tooth  wheel, 
called  a  ratchet  wheel,  working 
in  conjunction  with  another  thing  called  a  pawl.  The 
ratchet  wheel  has  teeth  which  all  leeui  in  one  direction, 
and  the  pawl  is  so  placed  that  its  point  fits  right  into  the 
jaw-like  opening  between  a  pair  of  teeth.  The  illustration 
will  make  this  clear. 

The  value  of  the  whole  appliance  Hes  in  the  fact  that 
the  pawl  prevents  the  wheel's  being  turned  in  one  direction, 
but  allows  it  to  turn  freely  the  other  way.  Or,  what  is 
reaUy  the  same  thing,  if  the  pawl  be  pushed  in  one  direction 
it  wiU  push  the  wheel  round,  while  if  it  be  moved  in  the 
other  direction  it  simply  slides  over  the  teeth  without  doing 
anything  at  all. 

That  is  how  it  operates  in  the  ratchet  brace.  The  move- 
ment of  the  handle  in  one  direction  pushes  the  pawl  so 
that  it  engages  with  one  of  the  teeth  and  pushes  the  wheel 
round;  but  when  it  is  moved  the  other  way  the  pawl  simply 
sUps  over  the  teeth,  producing  the  clicking  sound  mentioned 


384  ENGLISH  FOR  BUSINESS 

just  now.  The  drill  is  attached  to  the  wheel  and  so,  when- 
ever the  handle  is  moved  in  the  direction  which  turns  the 
wheel,  the  drill  is  turned. 

And  that  is  but  one  example  of  the  use  of  the  ratchet 
and  pawl.  They  are  to  be  found  in  thousands  of  the  inven- 
tions of  to-day,  one  of  the  best  known  being  the  "free-wheel" 
arrangement  on  a  bicycle.  This  consists  simply  of  a  very 
nicely  made  ratchet  and  pawl. 

Thomas  W.  Corbin:  Mechanical  Inventions  of  To-day. 

3.  The  value  of  a  preliminary  outline  in  speci- 
fication writing  cannot  be  overestimated.  —  It 
aids  the  writer  to  secure  an  orderly  arrangement 
of  his  ideas;  it  forces  him  to  decide  upon  the  rela- 
tive value  of  the  topics  he  is  to  discuss  and  hence 
shows  him  what  he  needs  to  emphasize,  what 
merely  to  notice  in  passing;  and  finally,  it  reveals 
to  him  which  part  of  his  exposition  is  most  diffi- 
cult of  comprehension  and  therefore  requires  illus- 
tration by  means  of  a  diagram.  The  following 
outline  illustrates  one  of  the  methods  of  planning 
a  brief  scientific  description: 

I.   Purpose:  To  explain  the  use  of  the  ratchet  and 
pawl 

II.   Plan: 

A.  The  wide  use  of  the  "ratchet  brace" 

B.  Position  of  the  operator 

C.  The  movement  of  the  machine  producing  an  alter- 

nate pulling  and  pushing  of  the  handle 

1.  The  clicking  sounds  with  one  movement 

2.  The  silence  accompanying  the  other  movement 


SCIENTIFIC  AND  TECHNICAL  DESCRIPTION      385 

D.  The  parts  of  the  machine 

1.  The  essential  part  —  a  tooth  wheel  or  "ratchet 

wheel" 

2.  The  assisting  part  or  "pawl" 

E.  The  operation  of  the  two  parts 

1.  The  position  of  the  teeth  of  the  ratchet  wheel 

2.  The  placing  of  the  point  of  the  pawl  into  the 

opening  between  a  pair  of  teeth 

F.  The  value  and  application  of  the  appliance 

Exercise  164.  —  Written 

1.  Plan  and  write  a  similar  composition  with  the 
purpose  of  making  clear  the  construction  and  working 
of  any  one  of  the  following  household  articles. 

1.  A  Dover  egg  beater. 

2.  A  rotary  flour  sifter. 

3.  An  ice  cream  freezer. 

4.  A  bread  mixer. 

5.  A  coffee  percolator. 

6.  An  electric  iron. 

7.  A  lemon  squeezer. 

8.  A  rotary  ash  sifter. 

9.  A  vacuum  cleaner. 

10.  A  carpet  sweeper. 

11.  A  lawn  mower. 

12.  A  safety  razor. 

13.  A  mouse  trap. 

14.  An  apple  corer. 

15.  A  Welsbach  burner. 

2.  Plan  and  write  specifications  for  making  the 
following  articles. 

1.  High-speed  bearings. 

2.  Heavy-duty  bearings. 


386 


ENGLISH  FOR  BUSINESS 


3.  Screw  thread  tools  and  gauges. 

4.  Ordinary  bevel  gears. 

5.  Drill  jigs. 

6.  Designing  cams. 

7.  Cutting  cams. 

8.  Milling  machines. 

9.  Electric  cranes. 

10.  Starters  for  automobiles. 

(See  Appendix  D  for  additional  subjects.) 


Exercise  165.  —  Letters  of  Specification 

1.  Order  from  Spaulding  Print  Paper  Co.,  44 
Federal  St.,  Boston,  Mass.,  1  ream  27  x  40  Saxon  de- 
tail paper  cut  as  per 
accompanying  sketch. 
2.  Order  from  the 
Spaulding  Print  Paper 
Co.  500  sheets  DE 
(27  X  40)  No.  16  glazed 
Crane's  Bond  Tracing 
Paper.  Order  400 
sheets  according  to  an 
inclosed  diagram  and  100  sheets  according  to  another 
inclosed  diagram.  Show  by  these  diagrams  just  how 
the  paper  is  to  be  cut. 

3.  Order  160  iron  castings  from  4  patterns  num- 
bered B28  (single  bottle  ink  holders).  Mention 
aluminum  pattern  sent  by  parcel  post. 

4.  Order  5000  library  cards  to  fit  an  odd  sized 
drawer.  Give  detailed  specification  and  make  draw- 
ing therefor. 


J^i' 

/^i" 

/:>i' 

SCIENTIFIC  AND  TECHNICAL  DESCRIPTION      387 

5.  Order  2500  oyster  boxes  per  accompanying 
specification. 

6.  Order  18  pairs  of  andirons,  18  fenders,  and  18 
screens  per  accompanying  specifications  and  drawings. 

7.  Order  9  gross  of  novelty  pencils  for  advertising 
pm-poses.    Make  specification  and  drawing. 

8.  Order  10  gross  novelty  cork  screws  for  advertis- 
ing a  hardware  store.  Inclose  specification  and 
drawing. 

9.  From  the  Hartford  Novelty  Company,  40 
Willow  St.,  Hartford,  Conn.,  order  1500  campaign 
buttons  per  accompanying  specification  and  drawing. 

10.  Write  a  form  letter  advertising  by  a  detailed 
specification  any  automobile  with  which  you  are 
thoroughly  familiar. 

11.  Write  a  form  letter  to  advertise  a  special  make 
of  canoe.    Inclose  drawing  and  complete  specification. 

12.  Design  special  plumbing  fixtures  for  a  large 
apartment  house.  Write  the  order,  inclosing  speci- 
fications and  diagrams. 


PART  THREE 
APPENDIX  A 

THE   PARTS   OF   SPEECH 

There    are    eight    parts   of   speech.      These    are: 

noun  adjective        adverb  preposition 

pronoun        verb  conjunction        interjection 

I 

1.  A  noun  is  the  name  of  a  person,  place,  or  thing, 
salesman       saleswoman        ledger       business       avenue 

2.  Nouns  are  classified  as  proper  or  common. 

A  proper  noun  is  the  name  of  a  particular  person, 
place,  or  thing. 

Europe  Thomas  Edison  July 

The  General  Electric  Company  (considered  as  a 
unit) 

All  other  nouns  are  classified  as  common, 
typewriter  bookkeeper  bicycle  bay 

Proper  nouns  are  capitalized;  other  nouns  are  not. 

3.  Nouns  are  sometimes  spoken  of  as  abstract. 
Such  nouns  name  abstract  qualities,  hence  the  name. 

accuracy  wisdom  clearness  brevity 

389 


390  APPENDIX  A 

4.  Nouns  are  collective  when  they  name  groups  or 
collections. 

committee  congress  board  company 

corporation  crowd  firm  regiment 

When  the  units  that  compose  the  group  are  con- 
sidered as  one,  the  verb  is  singular. 
The  crowd  is  listening  attentively  to  the  speaker. 

When  the  units  that  compose  the  group  are  con- 
sidered separately,  the  verb  is  plural. 

The  committee  are  of  various  minds. 

5.  Nouns  are  verbal  when  they  name  an  action. 
Such  nouns  are  derived  from  verbs.  They  are  some- 
times considered  as  abstract. 

working  studying  adding  advertising 

buying  eating  selling  dictating 

The  possessive  case  is  used  with  verbal  nouns  just 
the  same  as  with  other  nouns.  See  Chapter  IV, 
page  76. 

Lucys  going  was  a  surprise  to  me. 

He  did  not  dream  of  my  doing  that. 

6.  The  gender  of  nouns  denotes  sex.  Nouns  de- 
noting males  are  said  to  be  masculine;  females, 
feminine;   without  sex,  neuter. 

Masculine  gender        Feminine  gender    Neuter  gender 
man  woman  book 

boy  girl  day 

7.  Nouns  are  singular  when  they  denote  one  per- 
son or  thing;  plural  when  they  denote  more  than  one. 

Singular  Plural 

man  men 


THE  PARTS  OF  SPEECH  391 

8.  Case  is  the  form  of  a  noun  which  indicates  its 
relation  to  other  words  in  a  sentence.  Nouns  have 
three  cases:  the  nominative,  the  possessive,  the 
objective. 

Nominative:  John  studies. 

Possessive:  Johns  books  are  here. 

Objective:  He  invited  John.    That  is  for  the  teacher. 

The  possessive  case  of  singular  nouns  is  formed  by 
adding  an  apostrophe  and  5  ('5)  to  the  nominative. 

lady's  glove  baby's  hat 

Holmes's  party  Dickens's  novels 

The  possessive  case  of  plural  nouns  not  ending  in  s 
is  formed  by  adding  an  apostrophe  and  s  ('5) 

men's  opportunities  women's  styles 

children's  toys  oxen's  stalls 

The  possessive  case  of  plural  nouns  ending  in  s  is 
formed  by  adding  the  apostrophe  alone. 

ladies'  tailor  employers'  liability 

The  possessive  case  of  a  compound  noun  is  formed 
by  adding  's  to  the  last  word.  This  rule  applies 
also  to  firm  names,  names  of  collaborators,  etc. 

my  sister-in-law's  home 

Bacon,  Brown  &  Wilcox's  Allied  Stores 

Golden  and  Dunham's  Chemistry 

II 

1.  A  pronoun  is  a  word  used  in  place  of  a  noun. 
The  antecedent  of  a  pronoun  is  the  word  for  which 
the  pronoun  stands.  The  antecedent  of  every  pro- 
noun must  be  unmistakable.    See  75-76. 


392  APPENDIX  A 

When  a  stage  manager  happens  to  have  imagination,  he 
must  set  before  the  people  the  fruits  of  his  imagination. 

The  pronoun  he  stands  for  stage  manager. 
The  word  stage  manager  is  the  antecedent  of 
the  pronoun  he. 

2.  Pronouns  are  helpful  in  avoiding  the  monoto- 
nous repetition  of  nouns.  They  are  important  sen- 
tence elements,  and  should  not  be  omitted  in  business 
correspondence  with  the  view  to  securing  brevity. 

Do  not  say:  Have  received  your  letter  of  June  26,  etc. 

3.  Pronouns  are  classified  as  personal,  relative, 
demonstrative,  interrogative,  indefinite,  possessive, 
distributive. 

4.  The  personal  pronouns  are:  /,  thou,  you,  he, 
she,  it;  we,  you,  they.  For  a  study  of  their  use,  see 
Chapter  IV. 

5.  The  relative  pronouns  are:  who,  which,  what, 
that,  whoeoer,  whosoever,  whatever,  whatsoever.  As 
their  name  suggests,  they  perform  the  office  of 
pronouns  and  also  relate  sentence  parts. 

This  is  the  ledger  which  came  yesterday. 

Which  stands  for  ledger  and  relates  the  subordinate 
clause  to  its  principal. 

6.  The  demonstrative  pronouns  are:  this,  that,  the 
former,  the  latter,  the  same,  such,  etc.  Note  the  caution 
discussed  in  Chapter  VI,  page  132. 

7.  Interrogative  pronouns  are  used  in  questioning. 
They  are:  who^  which?  what?    W/io  only  is  declined. 

Nominative:  who?    Possessive:  whose?     Objective:  whom? 


THE  PARTS  OF  SPEECH  393 

8.  The  most  common  indefinite  pronouns  are: 
some,  any,  other,  another,  one,  few,  many,  several. 

9.  The  possessive  pronouns  are:  mine,  thine,  yours, 
his,  hers,  its;  ours,  yours,  theirs. 

That  machine  is  ours. 

Note  that  the  possessive  sign  is  not  used  with  the 
personal  pronoun  to  denote  possession. 

10.  The  distributive  pronouns  are:  each,  every, 
either,  and  neither.    See  pages  75-76,  87. 

11.  Pronouns,  Hke  nouns,  have  gender  to  denote 
sex  or  the  lack  of  it.  Masculine:  him,  his;  femi- 
nine: her,  hers;  neuter:  it,  its. 

12.  The  person  of  a  pronoun  denotes  whether  it 
is  the  person  speaking  (first  person),  the  person  spoken 
to  (second  person),  or  the  person  spoken  of  (third 
person). 

First  person :  /  am  going. 
Second  person:  You  are  right. 
Third  person:   He  is  helpful. 

13.  For  the  number  of  pronouns,  see  Chapter  IV, 
page  67. 

14.  For  the  case  of  pronouns,  see  Chapter  IV,  page 
67.  To  the  subjective  and  objective  cases  discussed 
on  this  page  should  be  added  the  possessive;  as,  His 
is  larger  than  mine. 

Ill 

1.  An  adjective  is  a  word  used  to  limit  or  qualify 
the  meaning  of  a  noun. 

modern  methods  paying  investment 

one  month  taxable  security 


394  APPENDIX  A 

2.  A  proper  adjective  is  formed  from  a  proper 
noun  and  must  be  capitalized. 

Irish  immigration        Chinese  industries 
'Jewish  literature         French  fashions 

3.  The  articles,  a,  an,  and  the,  are  now  generally 
considered  as  limiting  adjectives. 

4.  Adjectives  are  classified  as  descriptive,  pro- 
nominal, or  numeral. 

5.  A  descriptive  adjective  names  some  quality  of 
an  object. 

the  efficient  bookkeeper        a  pounding  sea 

6.  A  pronominal  adjective  is  a  pronoun  used  as 
an  adjective.  If  such  a  word  stands  alone,  it  is  a 
pronoun;  if  it  modifies  or  limits  a  noun,  it  is  an  ad- 
jective. Pronominal  adjectives  are  classified  accord- 
ing to  their  use  as  demonstrative,  interrogative, 
indefinite. 

These  kinds  of  signs  attract  attention. 

These  points  out  or  demonstrates,  and  is  a 
pronominal  adjective  modifying  kinds.  Other 
pronominal  adjectives  are:  this,  that,  those,  the 
former,  the  latter,  the  same. 

Which  work  is  completed? 

Which  is  a  pronominal  adjective  modifying  work. 
What  is  also  of  this  class. 

Some  letters  are  indefinite;  others  are  to  the  point. 

Some  is  a  pronominal  adjective  modifying  the  noun 
letters,  but  it  does  not  specifically  state  which 
letters  are  meant.     Some   is,   therefore,    an   in- 


THE  PARTS  OF  SPEECH  395 

definite  pronominal  adjective.  Other  indefinite 
pronominal  adjectives  are:  any,  all,  another,  both, 
many,  much, 

7.  Numeral  adjectives  are  classified  as  cardinal  or 
ordinal. 

Two  orders  were  sent. 

Two  is  a  cardinal  adjective. 

The  second  order  was  mailed  to-day. 
Second  is  an  ordinal  adjective. 

8.  Adjectives  are  compared  to  denote  degree. 
There  are  three  degrees:  positive,  comparative, 
superlative. 

Positive:   This  desk  is  large. 

Large  describes  the  desk  without  reference  to  any 
other  object. 

Comparative:  This  desk  is  larger  than  mine. 

Larger  describes  the  desk  with  reference  to  the  size 
of  a  second  desk. 

Superlative:   This  desk  is  the  largest  desk  here. 

Largest  describes  the  desk,  and  also  indicates  that 
three  or  more  desks  are  considered. 

IV 

1.  A  verb  asserts  an  act  or  a  state  of  a  subject. 

I  buy.  I  am  happy. 

2.  The  question  whether  an  adverb  or  an  adjective 
is  to  be  used  with  a  verb  depends  upon  the  nature  of 
the   assertion.      If  action   is   expressed,    an   adverb 


396  APPENDIX  A 

should  modify  the  verb ;  if  state  of  being  is  expressed, 
an  adjective  should  complete  the  predicate. 

He  looks  coldly  on  my  plan. 

Action  is  asserted,  hence  the  adverb  coldly  is  used. 

He  looks  cold. 

State  of  being  is  asserted,  hence  the  use  of  the 
adjective  cold, 

3.  Verbs  are  said  to  be  regular  or  irregular. 

A  regular  verb  (often  spoken  of  as  belonging  to  the 
weak  or  new  conjugation)  forms  its  past  tense 
and  perfect  participle  by  adding  d  or  ed  to  the 
stem  of  the  verb. 

walk  walked  (have  or  has)  walked 

An  irregular  verb  (said  to  belong  to  the  strong  or 
old  conjugation)  forms  its  past  tense  and  perfect 
participle  usually  by  changing  the  root  vowel. 

drink  drank  drunk 

4.  Verbs  are  said  to  be  transitive  or  intransitive. 

A  transitive  verb  requires  an  object  to  complete 
its  meaning;  that  is,  the  action  passes  from  the 
subject  through  the  verb  to  the  object. 

He  helped  George  and  me. 

An  intransitive  verb  does  not  require  an  object  to 
complete  its  meaning. 

The  train  arrived.  They  remained. 

5.  Verbs  according  to  rank  are  principal  or  auxil- 
iary.   The  principal  verb  expresses  the  assertion;  the 


THE  PARTS  OF  SPEECH  397 

auxiliary  helps  its  principal  in  performing  its  office  in 
the  sentence. 

I  should  stop  in  Philadelphia. 

Stop  is  the  principal  verb;  should  is  the  auxiliary. 

6.  Shall  and  Will.  —  Independent  Clauses. 

No  auxiharies  are  so  frequently  misused  in  Enghsh 
as  shall  and  will.  To  master  the  distinctions  associ- 
ated with  these  verbs,  the  following  tables,  rules,  and 
examples  should  be  carefully  studied. 

Table  I  Table  II 

Simple  Future  Volitional  Future 

I  shall  go         We  shall  go  (Used  to  express  purpose,  desire, 

,;.  .,,  -.J.  .„  promise,    determination,   on  the 

You  Will  go     You  Will  go  part  of  tiie  speaker) 

He  will  go      TheywiUgo  I  wiU  go  We  will  go 

You  shall  go     You  shall  go 
He  shall  go       They  shall  go 

From  the  foregoing  tables,  the  rule  for  simple  sen- 
tences and  independent  clauses  can  be  deduced. 

To  express  simple  futurity,  use  shall  in  the  first 
person  and  will  in  the  second  and  third  persons.  To 
express  vohtional  futurity,  use  will  in  the  first  person, 
and  shall  in  the  second  and  third  persons. 

In  the  sentence:  "I  shall  be  lost,  for  no  one  will 
guide  me,"  the  speaker  names  a  result  that  may 
happen  in  the  future;  if  he  says:  "I  will  be  lost,  for 
no  one  shall  guide  me,"  he  expresses  determination, 
not  only  to  be  lost,  but  also  to  have  no  guide. 

The  rule  for  shall  and  will  in  questions  may  be 
stated  thus: 

Use  in  questions  the  form  of  the  auxihary  expected 
in  the  answer. 


398  APPENDIX  A 

''Shall  you  be  at  the  meeting?"  is  a  question 
denoting  simple  futurity.  The  answer  expected  is: 
"I  shall  (not)  be  at  the  meeting."  ''Will  he  go  with 
you?"  is  also  a  question  denoting  futurity,  since  the 
answer  expected  is:  "He  will  (not)  go  with  me." 
"Shall  he  be  admitted?"  The  answer  expected  is: 
"He  shall  (not)  be  admitted,"  and  denotes  vohtion 
on  the  part  of  the  one  who  answers.  "Will  you  be 
at  the  meeting?"  is  equivalent  to  saying:  "Do  you 
wish  to  be  at  the  meeting?"  or  "Are  you  wiUing  to  be 
at  the  meeting?"  and  denotes  vohtion.  The  answer 
expected  is:  "I  will  (not)  be  at  the  meeting."  "Will 
I  be  at  the  meeting?"  means,  "Is  it  my  intention  to 
be  at  the  meeting?"  a  foohsh  question,  unless  it  is 
used  to  repeat  the  question  of  another  speaker. 

7.  Shall  and  Will.  —  Dependent  Clauses.  The  first 
point  to  note  is  the  subject  of  the  main  verb  in  the 
independent  clause  and  the  subject  of  the  verb  in 
the  dependent  clause.  In  the  sentence,  "  I  think  that 
he  will  go,"  the  subjects  respectively  are  7  and  he. 
In  the  sentence,  "He  thinks  that  he  shall  go,"  the 
subjects  respectively  are  he  and  he,  and  refer  to  the 
same  person. 

(1)  In  a  noun  clause  introduced  by  that  (See 
Chapter  IV,  page  71,  for  discussion  of  noun  clauses), 
if  the  subject  is  different  from  that  of  the  main 
clause,  use  the  form  of  shall  or  will  to  express 
simple  futurity  or  vohtional  futurity  which  is  indi- 
cated in  Tables  I  or  II.  "We  think  that  you  will 
go,"  is  really  equivalent  to  "You  will  go,  is  our 
thought."  "They  think  that  we  shall  go,"  is 
really  equivalent  to  "We  shall  go,  is  their  thought," 


THE  PARTS  OF  SPEECH  399 

"He  says  that  John  shall  go,"  is  equivalent  to 
"John  shall  go,  is  his  thought." 

(2)  In  a  noun  clause  introduced  by  that,  if  the 
subject  is  Hke  that  of  the  main  clause,  use  shall 
to  denote  futurity  and  will  to  denote  volition. 
"He  thinks  that  he  shall  go,"  expresses  in  the 
dependent  clause  simple  futurity,  and  is  equivalent 
in  direct  discourse  to  "I  shall  go,  is  my  thought." 
"You  think  that  you  shall  go,"  expresses  in  the 
dependent  clause  simple  futurity  and  is  equivalent 
in  direct  discourse  to  "We  shall  go,  is  our  thought." 
"They  think  that  they  shall  go,"  expresses  simple 
futurity  in  the  dependent  clause  and  is  equivalent 
in  direct  discourse  to  "We  shall  go,  is  our  thought." 
On  the  other  hand,  "He  thinks  that  he  will  go," 
denotes  vohtional  futurity  in  the  dependent  clause 
and  is  equivalent  in  direct  discourse  to  "I  will 
go,  is  my  thought." 

(3)  In  all  other  dependent  clauses,  use  shall  to 
denote  simple  futurity  and  will  to  denote  vohtional 
futurity  on  the  part  of  the  subject. 

If  Harry  will  help  me,  I  can  go  too.     (volitional  futurity) 

If  a  man  shall  steal  an  ox,  or  a  sheep,  and  kill  it,  or  sell  it, 
he  shall  restore  five  oxen  for  an  ox,  and  four  sheep  for 
a  sheep.  (simple  futurity) 

But  if  thou  wilt  give  it,  I  will  give  thee  money  for  the 
field.  (volitional  futurity) 

For  when  I  shall  have  brought  them  into  the  land  which 
I  sware  unto  their  fathers,  that  floweth  with  milk  and 
honey;  and  they  shall  have  eaten  and  filled  them- 
selves, and  waxen  fat;  then  will  they  turn  unto  other 
gods,  and  serve  them,  and  provoke  me  and  break  my 
covenant.  (simple  futurity) 


400  APPENDIX  A 

Uses  of  should  and  would.  When  the  main  clause 
is  in  the  past  tense,  use  should  in  the  dependent 
clause  where  you  would  employ  shall,  and  would 
where  you  would  employ  will,  if  the  main  clause 
were  in  the  present  tense. 

"He  thought  that  we  should  be  present,"  would 
read,  "He  thinks  that  we  shall  be  present,"  if  the 
main  clause  were  in  the  present  tense. 

"You  thought  that  he  would  be  late,"  would  read, 
"You  think  that  he  will  be  late,"  if  the  main  clause 
were  in  the  present  tense. 

Exceptional  uses  of  Shall  and  Will,  Should  and 
Would. 

Shall  is  used  in  the  third  person  to  express  a 
prophecy. 

And  they  that  be  wise  shall  shine  as  the  brightness  of 
the  firmament;  and  they  that  turn  many  to  righteous- 
ness as  the  stars  for  ever  and  ever. 

Every  valley  shall  be  exalted,  and  every  mountain  and 
hill  shall  be  made  low:  and  the  crooked  shall  be  made 
straight,  and  the  rough  places  plain. 

Will  is  used  in  the  second  and  third  persons  to 
express  a  polite  command. 

You  will  now  interview  the  director. 
He  will  go  with  you  soon. 

Will  is  used  in  the  second  and  third  persons  to 
.     denote  wilHngness  or  determination  on  the  part 
of  the  subject. 

He  will  go,  but  only  to  please  you. 
You  will  go,  in  spite  of  all  I  say. 


THE  PARTS  OF  SPEECH  401 

Should    is   used    to   express   duty,    propriety,   or 
obligation. 

He  should  help  his  sister. 

Would  is  used  to  express  a  wish. 

Would  that  I  were  younger  I 

Would  is  used  to  express  habitual  action. 

He  would  sit  by  the  hour  discussing  politics. 

8.  A  verb  is  said  to  be  in  the  active  voice  when  its 
subject  is  represented  as  acting. 

He  threw  the  ball. 

9.  A  verb  is  said  to  be  in  the  passive  voice  when  its 
subject  is  represented  as  acted  upon. 

He  was  hit  by  the  ball. 

10.  A  verb  in  the  indicative  mood  expresses  a  fact. 

He  asked  me  to  come. 

If  I  am  late,  it  is  no  fault  of  mine.    (Granted  that  I  am 
late,  the  fault  is  not  mine.) 

11.  A  verb  in  the  subjunctive  mood  expresses 
doubt,  condition,  desire.     See  Chapter  IV,  Rule  18. 

If  I  6e  late,  it  is  no  fault  of  mine.    (There  is  doubt  in  my 
mind  about  my  being  late,  but  the  fault  is  not  mine.) 

12.  A  verb  in  the  imperative  mood  expresses  a 
command  or  an  entreaty. 

Stop  the  car. 

13.  The  potential  mood  expresses  ability,  necessity, 
obligation,  permission,  possibility.  It  is  formed  by 
means  of  may,  can,  must,  might,  would,  could,  and 
should. 


402  APPENDIX  A 

14.  The  tense  of  a  verb  indicates  the  time  and 
duration  of  the  action.  "I  am  running,''  means  that 
the  action  is  going  on  in  the  present  time  and  is  pro- 
gressing. "I  had  run,''  means  that  the  action  had 
occurred  in  the  past  time,  and  was  completed  then. 

15.  A  verb  agrees  with  its  subject  in  person  and 
number.     See  page  78. 

"He  rides."    He  is  third  person,  singular;  rides  is  also 
third  person,  singular. 

16.  For  a  study  of  some  of  the  troublesome  irregu- 
lar verbs,  see  Chapter  IV,  pages  79-85. 

17.  The  following  is  the  complete  conjugation  of 
the  regular  verb  praise. 

iNDiCATrvr:  Mood 
ACTrvr:  voice  passive  voice 

Present  Tense 
Singular  Singular 

I  praise  I  am  praised 

Thou  praisest,  you  praise  Thou  art  praised 

He  praises  (He  praiseth)  He  is  praised 

Plural  Plural 

We  praise  We  are  praised 

You  praise  You  are  praised 

They  praise  They  are  praised 

Past  Tense 
Singular  Singular 

I  praised  I  was  praised 

Thou  praisedst  Thou  wast  praised 

He  praised  He  was  praised 


THE  PARTS  OF  SPEECH 


403 


Plural 
We  praised 
You  praised 
They  praised 

Singular 
I  shall  praise 
Thou  wilt  praise 
He  will  praise 

Plural 
We  shall  praise 
You  will  praise 
They  will  praise 

Singular 
I  have  praised 
Thou  hast  praised 
He  has  praised 

Plural 
We  have  praised 
You  have  praised 
They  have  praised 

Singular 
I  had  praised 
Thou  hadst  praised 
He  had  praised 

Plural 
We  had  praised 
You  had  praised 
They  had  praised 


Plural 
We  were  praised 
You  were  praised 
They  were  praised 

Future  Tense 

Singular 
I  shall  be  praised 
Thou  wilt  be  praised 
He  will  be  praised 

Plural 
We  shall  be  praised 
You  will  be  praised 
They  will  be  praised 

Perfect  Tense 

Singular 
I  have  been  praised 
Thou  hast  been  praised 
He  has  been  praised 

Plural 
We  have  been  praised 
You  have  been  praised 
They  have  been  praised 

Pluperfect  Tense 

Singular 
I  had  been  praised 
Thou  hadst  been  praised 
He  had  been  praised 

Plural 
We  had  been  praised 
You  had  been  praised 
They  had  been  praised 


404 


APPENDIX  A 


Future  Perfect  Tense 
Singular  Singular 

I  shall  have  praised  I  shall  have  been  praised 

Thou  wilt  have  praised  Thou  wilt  have  been  praised 

He  will  have  praised  He  will  have  been  praised 


Plural 
We  shall  have  praised 
You  will  have  praised 
They  will  have  praised 


Plural 
We  shall  have  been  praised 
You  will  have  been  praised 
They  will  have  been  praised 


Subjunctive  Mood 

Present  Tense 
Singular  Singular 

If  I  praise  If  I  be  praised 

If  thou  praise  If  thou  be  praised 

If  he  praise  If  he  be  praised 


Plural 


If  we  praise 
If  you  praise 
If  they  praise 


Plural 
If  we  be  praised 
If  you  be  praised 
If  they  be  praised 


Singular^ 
If  I  praised 
If  thou  praised 
If  he  praised 


Past  Tense 

Singular 
If  I  were  praised 
If  thou  wert  predsed 
If  he  were  praised 


Plural 
If  we  praised 
If  you  praised 
If  they  praised 


Plural 
If  we  were  praised 
If  you  were  praised 
If  they  were  praised 


THE  PARTS  OF  SPEECH 


405 


Singular 
If  I  have  praised 
If  thou  have  praised 
If  he  have  praised 


ACTIVE    VOICE  PASSIVE    VOICE 

Perfect  Tense 

Singular 
If  I  have  been  praised 
If  thou  have  been  praised 
If  he  have  been  praised 


Plural 
If  we  have  praised 
If  you  have  praised 
If  they  have  praised 


Plural 
If  we  have  been  praised 
If  you  have  been  praised 
If  they  have  been  praised 


Singular 
If  I  had  praised 
If  thou  had  praised 
If  he  had  praised 


Pluperfect  Tense 

Singular 
If  I  had  been  praised 
If  thou  had  been  praised 
If  he  had  been  praised 


Plural 
If  we  had  praised 
If  you  had  praised 
If  they  had  praised 


Plural 
If  we  had  been  praised 
If  you  had  been  praised 
If  they  had  been  praised 


Potential  Mood 

Present  Tense 


Singular 
I  may  praise 
Thou  mayest  praise 
He  may  praise 

Plural 
We  may  praise 
You  may  praise 
They  may  praise 


Singular 
I  may  be  praised 
Thou  mayest  be  praised 
He  may  be  praised 

Plural 
We  may  be  praised 
You  may  be  praised 
They  may  be  praised 


406 


APPENDIX  A 


Singular 
I  might  praise 
Thou  mightst  praise 
He  might  praise 


Past  Tense 

Singular 
I  might  be  praised 
Thou  mightst  be  praised 
He  might  be  praised 


Plural 
We  might  praise 
You  might  praise 
They  might  praise 


Plural 
We  might  be  praised 
You  might  be  praised 
They  might  be  praised 


Singular 
I  may  have  praised 
Thou  mayest  have  praised 

He  may  have  praised 

Plural 
We  may  have  praised 
You  may  have  praised 
They  may  have  praised 


Perfect  Tense 


Singular 
I  may  have  been  praised 
Thou    mayest    have    been 

praised 
He  may  have  been  praised 

Plural 
We  may  have  been  praised 
You  may  have  been  praised 
They  may  have  been  praised 


Pluperfect  Tense 


Singular 
I  might  have  praised 
Thou  mightst  have  praised 

He  might  have  praised 


Plural 
I  might  have  been  praised 
Thou    mightst    have    been 

praised 
He  might  have  been  praised 


Plural 
We  might  have  praised 
You  might  have  praised 
They  might  have  praised 


Plural 
We  might  have  been  praised 
You  might  have  been  praised 
They  might  have  been  praised 


THE  PARTS  OF  SPEECH  407 

Imperative  Mood 
Present  Tense 
Singular  Singular 

Praise  (thou)  Be  thou  praised 

Plural  Plural 

Praise  (ye)  Be  ye  praised 

Infinitive  Mood 

Present:  To  praise  To  be  praised 

Present  Progressive:  To  be  praising 
Perfect:  To  have  praised  To  have  been  praised 

Perfect  Progressive:  To  have  been  praising 

Participles 

Present:  Praising  Being  praised 

Past:  Praised  Praised 

Perfect:  Having  praised  Having  been  praised 

Perfect  Progressive:  Having  been  praising 

V 

1.  An  adverb  is  a  word  used  to  modify  a  verb,  an 
adjective,  or  another  adverb. 

He  ran  quickly.     This  is  nearly  clean.     He  handled  it 
very  roughly. 

2.  Most  adverbs  are  formed  from  adjectives  by 
adding  ly  to  the  positive  degree;  as:  fine  ly,  even  ly, 
efficient  ly,  rapid  ly, 

3.  Adverbs  may  be  classified  as: 

Adverbs  of  cause:  why,  therefore,  wherefore,  hence, 

accordingly,  etc. 
Adverbs  of  concession:  indeed,  however,  nevertheless 


408  APPENDIX  A 

Adverbs  of  degree:  as,  almost,  so,  very,  much,  enough, 

etc. 
Adverbs    of    manner:    quickly,    harshly,    sincerely, 

respectfully 
Adverbs  of  place:  there,  here,  hither,  where,  etc. 
Adverbs  of  time:   then,  soon,  never,  always 

4.  Many  adverbs,  like  adjectives,  are  compared 
by  adding  er  and  est  to  the  positive.  They  are,  how- 
ever, more  conmaonly  compared  by  the  use  of  more 
or  most. 

Examples:   fast,  faster,  fastest;  easily,  more  easily,  most 
easily 

5.  For  the  distinction  in  the  use  of  adverbs  and 
adjectives,  see  Chapter  IV,  page  88. 

VI 

1.  A  conjunction  is  used  to  join  words  or  groups 
of  words. 

John  is  efficient,  hut  Henry  is  more  efficient  than  John  is. 

2.  Conjunctions  are  divided  into  two  main  classes: 
coordinate  and  subordinate. 

3.  Coordinate  conjunctions,  as  the  name  indicates, 
join  words  or  groups  of  words  of  the  same  order  or 
rank.  The  most  common  conjunctions  of  this  class 
are:  and,  but,  or;  and  the  correlatives,  either  .  .  .  or; 
neither  .  .  .  nor;  both  .  .  .  and;  whether  .  .  .  or;  not 
only  .  ,  ,  but  (also);  etc. 

4.  Subordinate  conjunctions  are  used  to  introduce 
clauses.  They  are  divided  according  to  their  use  as 
follows: 


THE  PARTS  OF  SPEECH  409 

Cause:   because,  as,  for,  since,  etc. 
Concession:  though,  although,  etc. 
Condition:  if,  provided,  unless,  etc. 
Comparison:  as,  than 
Time:  while,  when,  before,  etc. 
Place:  where. 

Purpose  and  Result:    in  order  that,  that,  so  that, 
lest,  etc. 

VII 

A  preposition  is  a  word  used  to  show  the  relation  of 
its  object  to  some  other  word  or  words  in  the  sentence. 

The  book  is  on  the  table. 

A  hst  of  the  common  prepositions,  together  with 
their  effect  upon  pronouns,  is  given  in  Chapter  IV, 
page  67. 

VIII 

An  interjection  is  a  word  used  to  express  sudden 
emotion. 

Oh  I    Hurrah! 


APPENDIX  B 

MODEL   EXTRACTS   AND   MODEL   OUTLINES 
Narrative 

.  .  .  The  King  read,  and  mused  in  the  entrance  of  his 
pavilion;  behind,  and  with  his  back  turned  to  the  same 
entrance,  the  Nubian  slave  still  burnished  the  ample  pavesse; 
in  front  of  all,  at  an  hundred  paces  distant,  the  yeomen  of 
the  guard  stood,  sat,  or  lay  extended  on  the  grass,  attentive 
to  their  own  sports,  but  pursuing  them  in  silence,  while  on 
the  esplanade  betwixt  them  and  the  front  of  the  tent  lay, 
scarcely  to  be  distinguished  from  a  bundle  of  rags,  the  sense- 
less form  of  the  marabout. 

But  the  Nubian  had  the  advantage  of  a  mirror,  from  the 
brilliant  reflection  which  the  surface  of  the  highly  poUshed 
shield  now  afforded,  by  means  of  which  he  beheld,  to  his 
alarm  and  surprise,  that  the  marabout  raised  his  head 
gently  from  the  ground,  so  as  to  survey  all  around  him,  mov- 
ing with  a  well-adjusted  precaution,  which  seemed  entirely 
inconsistent  with  a  state  of  ebriety.  He  couched  his  head 
instantly,  as  if  satisfied  he  was  unobserved,  and  began,  with 
the  shghtest  possible  appearance  of  voluntary  effort,  to  drag 
himself,  as  if  by  chance,  ever  nearer  and  nearer  to  the  King, 
but  stopping,  and  remaining  fixed  at  intervals,  Uke  the  spider, 
which,  moving  towards  her  object,  collapses  into  apparent 
lifelessness  when  she  thinks  she  is  the  subject  of  observation. 
This  species  of  movement  appeared  suspicious  to  the  Ethio- 
pian, who,  on  his  part,  prepared  himself,  as  quietly  as  pos- 
sible, to  interfere,  the  instant  that  interference  should  seem 

to  be  necessary. 

410 


MODEL  EXTRACTS  AND  MODEL  OUTLINES       411 

The  marabout  meanwhile  glided  on  gradually  and  im- 
perceptibly, serpent-like,  or  rather  snail-like,  till  he  was 
about  ten  yards'  distance  from  Richard's  person,  when, 
starting  on  his  feet,  he  sprang  forward  with  the  bound  of  a 
tiger,  stood  at  the  King's  back  in  less  than  an  instant,  and 
brandished  aloft  the  cangiar,  or  poniard,  which  he  had 
hidden  in  his  sleeve.  Not  the  presence  of  his  whole  army 
could  have  saved  their  heroic  monarch;  but  the  motions  of 
the  Nubian  had  been  as  well  calculated  as  those  of  the  en- 
thusiast, and  ere  the  latter  could  strike,  the  former  caught 
his  upUfted  arm.  Turning  his  fanatical  wrath  upon  what 
thus  unexpectedly  interposed  betwixt  him  and  his  object, 
the  Charegite,  for  such  was  the  seeming  marabout,  dealt 
the  Nubian  a  blow  with  the  dagger,  which,  however,  only 
grazed  his  arm,  while  the  far  superior  strength  of  the  Ethio- 
pian easily  dashed  him  to  the  ground.  Aware  of  what  had 
passed,  Richard  had  now  arisen,  and,  with  little  more  of 
surprise,  anger,  or  interest  of  any  kind  in  his  countenance 
than  an  ordinary  man  would  show  in  brushing  off  and  crush- 
ing an  intrusive  wasp,  caught  up  the  stool  on  which  he  had 
been  sitting,  and  exclaiming  only,  "Ha,  dog!"  dashed  al- 
most to  pieces  the  skull  of  the  assassin,  who  uttered  twice, 
once  in  a  loud  and  once  in  a  broken  tone,  the  words  "Allah 
Ackbar"  (God  is  victorious)  and  expired  at  the  King's  feet. 

Sir  Walter  Scott:  The  Talisman. 

I.  Purpose:    To  show  the  fidelity  of  the  Nubian 
slave  (the  Ethiopian)  to  his  King 

n.  Plan: 

A,  Introduction 

1.  The  attitude  and  occupation  of  the  King 

2.  The  position  and  work  of  the  slave 

3.  The  location  and  pastimes  of  the  guard 

4.  The  posture  and  appearance  of  the  marabout 


412  APPENDIX  B 

B.  Plot 

1.  Events  leading  to  the  Climax 

a.  The  Nubian  watches  in  the  surface  of  his 

shield  the  movements  of  the  marabout. 

(1)  The  marabout  raises  his  head  gently  from 

the  ground  to  survey  his  surroundings. 

(2)  He  couches  his  head,  satisfied  that  he  is 

unobserved. 

(3)  He    begins    to    drag    himself,    as    if   by 

chance,  nearer  and  nearer  to  the  King. 

b.  The  Nubian  begins  to  prepare  himself  to  in- 

terfere with  the  apparent  purpose  of  the 
marabout. 

c.  The  marabout,  when  about  ten  yards'  distance 

from  Richard's  person,  tries  to  execute  his 
treacherous  plan. 

(1)  He  springs  to  the  King's  back. 

(2)  He  brandishes  a  poniard  concealed  hitherto 

in  his  sleeve. 

2.  The  Climax 

The  Nubian  encounters  the  marabout. 

(1)  He  catches  the  marabout's  uphfted  arm. 

(2)  The  marabout  deals  the  Nubian  a  blow. 

(3)  The  Nubian  dashes  the  enthusiast  to  the 

ground. 

3.  Events  after  the  Chmax 

a.  Richard  coolly  arises  and  dashes  his  stool  at 

the  head  of  the  assassin. 

b.  The  marabout,  uttering  in  a  loud  voice,  "God 

is  victorious!"  expires  at  the  King's  feet. 


MODEL  EXTRACTS  AND  MODEL  OUTLINES       413 

Descriptive 

On  entering  the  amphitheatre,  new  objects  of  wonder 
presented  themselves.  On  a  level  spot  in  the  center  was  a 
company  of  odd-looking  personages  playing  at  ninepins. 
They  were  dressed  in  a  quaint,  outlandish  fashion;  some 
wore  short  doublets,  others  jerkins,  with  long  knives  in  their 
belts,  and  most  of  them  had  enormous  breeches,  of  similar 
style  with  that  of  the  guide's.  Their  visages,  too,  were  pe- 
cuhar;  one  had  a  large  beard,  broad  face,  and  small,  pig- 
gish eyes;  the  face  of  another  seemed  to  consist  entirely  of 
nose,  and  was  surmounted  by  a  white,  sugar-loaf  hat,  set 
off  with  a  Httle  red  cock's  tail.  They  all  had  beards,  of  vari- 
ous shapes  and  colors.  There  was  one  who  seemed  to  be 
the  commander.  He  was  a  stout  old  gentleman,  with  a 
weather-beaten  countenance;  he  wore  a  laced  doublet, 
broad  belt  and  hanger,  high-crowned  hat  and  feather,  red 
stockings,  and  high-heeled  shoes,  with  roses  in  them.  The 
whole  group  reminded  Rip  of  the  figures  in  an  old  Flemish 
painting,  in  the  parlor  of  Dominie  Van  Shaick,  the  village 
parson,  and  which  had  been  brought  over  from  Holland  at 

the  time  of  the  settlement. 

Irving:  The  Skekh  Book. 

I.  Purpose :     To  show  the  new  objects  of  wonder  in 
the  scene 

II.  Plan: 

A.  General  impression 

The  effect  of  the  scene  upon  Rip  as  he  entered 
the  amphitheatre 

B.  Details  of  the  scene 

1.   The  company  as  a  whole 

a.  Position  and  general  appegirance 

b.  Pastime 


414  APPENDIX  B 

c.  Dress 

(1)  General  impression 

(2)  Examples 

d.  Visages 

(1)  General  impression 

(2)  Types 

2.  The  commander 
a.  Build 
6.  Age 

c.  Countenance 

d.  Dress 

C.  The  effect  of  the  whole  scene  upon  Rip,  the 
onlooker 

Expository 

PRINCIPAL  AND  INCOME.  An  important  rule  for  the 
preservation  of  property  is  that  the  line  of  distinction 
which  must  separate  income  from  principal  shall  be  kept 
constantly  well  defined;  for  if  it  is  necessary  to  save  a  por- 
tion of  the  income  each  year,  it  certainly  cannot  be  of  less 
importance  that  the  principal,  which  furnishes  the  income, 
shall  be  free  from  all  confusion  and  complication  which 
might  lead  to  an  encroachment  upon  and  a  consequent  im- 
pairment of  it. 

In  order  that  this  distinction  between  principal  and  in- 
come may  be  clearly  maintained,  it  is  necessary  to  consider 
what  ought  properly  to  constitute  principal  and  what  in- 
come. The  dictionary  gives  the  following  definitions,  — 
Principal:  property  or  capital  as  opposed  to  interest  or  in- 
come; a  sum  of  money  on  which  interest  accrues  or  is  reck- 
oned. Income:  the  amount  of  money  coming  to  a  person  or 
corporation  within  a  specified  time  or  regularly,  whether  as 
payment  for  services,  interest,  or  profit  from  investment; 
revenues.     For  practical  purposes  these  definitions,  unless 


MODEL  EXTRACTS  AND  MODEL  OUTLINES       415 

materially  modified,  will  prove  to  be  unsatisfactory;  for 
to  the  wise  investor  interest  will  very  often  accrue  on  money 
which  is  income  as  well  as  on  that  which  is  principal,  and 
no  careful  person  will  be  willing  to  regard  all  kinds  of  profit 
from  investment  as  income.  Definitions  which  will  be  found 
much  more  serviceable  to  investors  are  these:  All  money 
which  is  regularly  received  either  for  the  use  of  property  or 
as  compensation  for  services  is  income:  all  other  property 
is  principal.  Thus  rents,  interest,  dividends,  royalties,  an- 
nuities, salary,  wages,  commissions,  professional  fees,  regular 
returns  from  business,  are  to  be  regarded  as  income;  while 
capital,  gifts,  legacies,  devises,  unusual  profits  from  invest- 
ments, and  savings  from  income  are  to  be  accounted  as 
principal. 

In  general  it  may  be  said  that  that  which  is  purchased 
with  principal  is  still  principal  in  another  form,  and  similarly 
that  which  is  purchased  with  income  continues  to  be  income. 
Whatever  is  of  a  permanent  nature  may  be  considered  as 
principal,  while  perishable  objects  which  must  be  consumed 
and  replaced  are  to  be  regarded  as  income.  The  houses  in 
which  we  live  are  parts  of  our  principals  because  they  were 
purchased  with  parts  of  our  principals  and  are  of  a  permanent 
nature;  but  the  furniture  which  is  in  the  house  may  well  be 
regarded  as  income,  because  it  will  eventually  become  anti- 
quated and  worn  out  and  will  have  to  be  replaced. 

Since  regularity  or  uniformity  of  income,  at  least  so  far 
as  the  possibihty  of  decrease  is  concerned,  is  a  consideration 
of  so  great  importance,  an  excellent  guide  to  the  distinction 
between  principal  and  income  will  be  this  very  quality  of 
regularity.  If,  therefore,  a  profit  is  received  which  is  unusual, 
occasional,  or  which  the  possessor  cannot  reasonably  expect 
to  receive  regularly,  it  must  be  regarded  as  a  part  of  the 
principal.  If  we  purchase  a  house  for  five  thousand  dollars 
and  sell  it  for  six  thousand,  the  profit  of  one  thousand  dollars, 
as  well  as  the  original  purchase  price,  is  principal.    If  we  buy 


416  APPENDIX  B 

Government  bonds  and  sell  them  at  a  profit  of  five  hundred 
dollars,  this  profit  is  principal,  not  income.  If  we  find  fifty 
dollars  in  the  street,  it  should  become  a  part  of  our  ever- 
growing principal,  because  we  cannot  depend  upon  finding 
that  amount  regularly  each  year.  If  we  buy  a  horse  and 
carriage  for  our  own  use,  they  should  be  purchased  with  in- 
come, and  they  will  remain  income  for  this  reason  and  also 
because  they  are  not  of  a  permanent  nature;  but  if  we  sell 
them  at  a  profit  the  profit  becomes  principal  because  we 
cannot  expect  regularly  to  repeat  the  operation. 

The  suggestions  which  have  been  made  for  the  distin- 
guishing between  principal  and  income  appear  to  be  in  all 
respects  sufficient.  The  necessity  that  such  distinctions  shall 
generally  favor  the  principal  is,  however,  so  important,  that 
to  the  suggestions  which  have  already  been  ofi'ered  may  be 
added  another  to  the  effect  that  whenever  serious  difficulties 
in  making  the  distinction  shall  arise,  and  investors  shall 
find  themselves  in  quandaries,  the  most  advantageous  solu- 
tion of  the  problem  will  be  that  which  will  place  the  doubtful 
items  to  the  credit  of  the  principals. 

John  Howard  Cromwell:  The  American  Business  Woman. 

(Adapted) 


I.  Purpose:  To  draw  distinctions  between  principal 
and   income  for  the  sake  of  preventing  impair- 
ment of  principal 
II.  Plan: 

A.  Introduction 

Statement  of  purpose 

B.  Body 

1.   Definitions 

a.  Usual  definitions  of 

(1)  Principal 

(2)  Income 


MODEL  EXTRACTS  AND   MODEL  OUTLINES       417 

b.  More  serviceable  definitions  of 

(1)  Income 

(2)  Principal 

2.  Distinctions  in  property  based  upon 
a.  Means  of  purchase 

6.  Permanency  of  thing  purchased 

3.  Distinctions  based  upon  regularity 

a.  Classification  of  irregular  profit  as  principal 

b.  Classification  of  regulsir  profit  as  income 

C.  Conclusion: 

Importance   of  placing   doubtful   items   to  the 
credit  of  the  principal 

Argumentative 
There  are  various  ways  of  playing  football,  most  of  them 
good.  It  is  the  present  American  intercollegiate  game  that 
is  not  good.  This  game  has  been  fashioned  out  of  the  old 
Rugby  scrimmage  by  a  process  of  miUtarizing.  Two  rigid, 
rampart-Hke  fines  of  human  flesh  have  been  created,  one  of 
defense,  the  other  of  offense,  and  behind  the  latter  is  estab- 
lished a  catapult  to  fire  through  a  porthole  opened  in  the 
offensive  rampart  a  missile  composed  of  four  or  five  human 
bodies  globulated  about  a  carried  football  with  a  maximum 
of  initial  velocity  against  the  presumably  weakest  point  in 
the  opposing  rampart.  The  "point"  is  a  single  human 
being.  If  it  prove  not  to  have  been  the  weakest  to  start 
with,  —  it  can  be  made  such,  if  the  missile  be  fired  times 
enough.  Therein  lies  the  distinctive  American  contribu- 
tion to  the  Rugby  game.  By  allowing  players  to  advance 
ahead  of  the  ball,  the  American  feature  of  "interference" 
has  been  created,  and  therewith  the  "mass  play."  The 
process  of  materiafization  has  been  aided  by  making  the 
ball  always,  at  any  given  time,  the  possession  of  one  of 
the  two  sides.    There  is  nothing  final  or  ideal  about  the 


418  APPENDIX  B 

present  form  of  the  game,  nor  does  it  exist  by  an  authority 
descending  out  of  Sinai.  It  happens  to  be  what  it  just  now 
is  by  virtue  of  tinkering  legislation  of  the  sort  that  gave  us 
last  the  profitless  quarter  back  run  and  changed  the  field 
from  a  gridiron  to  a  multiplication  table. 

The  participants  in  the  game  are  not  players,  but  cogs  in 
a  machine.  Each  man  does  one  thing  over  and  over.  One 
man  does  practically  all  the  kicking,  two  do  all  the  carrying, 
and  the  rest  keep  each  to  his  own  specialized  pushing.  A 
man  may  play  the  season  through  without  having  finger  or 
toe  against  the  ball.  Weeks  of  special  physical  training  are 
necessary  before  venturing  into  the  game,  and  once  the 
"season"  is  over  no  one  thinks  of  going  out  to  play  it  for 
fun,  not  even  the  men  who  have  "made  the  team."  In 
fact,  there  is  no  game  for  the  individueJ  to  play,  it  is  a  body 
of  evolutions  into  which  every  man  of  the  squad  must  have 
been  drilled  by  patient  repetitions  of  the  same  maneuver 
in  precisely  the  same  relative  position  to  the  other  members 
of  the  squad,  —  after  the  manner  of  chorus  girls  in  the  grand 
ballet.  To  put  it  briefly,  American  intercollegiate  football 
is  a  spectacle,  and  not  a  sport.  If  the  element  of  "gate 
money"  were  removed,  the  whole  thing  would  vanish  away 
—  in  season  as  well  as  out  of  season. 

The  game  is  to  be  judged,  therefore,  in  the  present  situa- 
tion, not  from  the  point  of  view  of  college  sport  and  physical 
culture,  but  from  that  of  the  query,  Is  it  desirable,  in  the 
interest  of  institutional  solidarity  or  "coUege  spirit,"  to 
maintain  such  a  spectacle?  It  has  been  unmistakably  de- 
termined that  the  public  is  glad  to  lend  financial  support  in 
the  form  of  admission  fees  to  the  maintenance  of  the  spec- 
tacle; shall  a  few  stout  men  in  each  of  our  universities 
lend  themselves  to  the  gratification  of  this  public  taste? 

Only  a  few  are  needed.  In  the  ten  years  from  1892  to 
1902,  at  the  University  of  California,  only  seventy-five  dif- 
ferent men  made  the  team  as  players  or  substitutes  out  of 


MODEL  EXTRACTS  AND   MODEL  OUTLINES       419 

four  thousand  or  more  different  male  students  during  that 
time  in  attendance.  As  a  player  generally  holds  on  for  three 
or  four  years,  seventy-five  men,  with  a  certain  number  of 
hopeless  candidates  as  background,  will  suffice  for  the  pro- 
posed task  in  any  decade. 

A  better  solution,  in  my  opinion,  is  to  return  from  the 
spectacle  to  the  sport;  take  off  the  headgear  and  the  nose- 
guards,  and  the  thigh-padding  and  the  knee-padding,  and 
introduce  the  Association  game  for  light  men  and  runners, 
—  indeed,  for  the  average  man,  —  and  the  restored  Rugby, 
perhaps  with  its  Australian  modifications,  for  the  heavier 
and  more  vigorous  men.  Then  let  the  student  mass  descend 
from  its  enthronement  in  sedentary  athletics  on  the  bleachers, 
and  get  health  and  fun  and  virility  out  of  the  heartiest  and 
manhest  of  our  sports. 

Benjamin  Ide  Wheeler:     In  Review  of  Reviews  23:71. 

Outline  of  President  Wheeler's  Argument 
Resolved,  That  we  should  give  up  the  present  game 
of  football  and  resort  to  the  Rugby  game. 
I.  Purpose:  To   prove  that  football,   as  it  is  now 
played,  is  a  spectacle  and  not  a  sport 

n.  Plan: 

A.  Introduction 

There  are  various  differences  between  the 
American  game  and  Rugby  football,  the 
American  innovation  being  "interference " 
and  "  mass  play." 

Special  Issue:  The  American  game  is  not 
true  sport. 

B,  Brief  proper 

1.    The  participants  are  not  players  but  mere 
cogs  in  a  machine,  for 


420  APPENDIX  B 

a.  Each  man  has  but  one  thing  to  do  over 

and  over  through  the  entire  game;  for 
example, 

A  *' guard"  may  go  through  a  whole  sea- 
son doing  nothing  but  push  without 
having  finger  or  toe  on  the  ball. 

b.  The  one  thing  each  player  does,  requires 

no  individuality,  for 

He  is  trained  with  the  others  most  pa- 
tiently beforehand  after  the  manner  of 
chorus  girls  in  the  grand  ballet. 

2.    American  football  does  not  promote  general 

physical  culture  or  develop  college  spirit, 

for 

a.  The  game  is  played  largely  for  the  gate 

receipts  of  a  pubhc  glad  to  pay  a  price 

to  see  a  spectacle,  for 

The  players  have  no  satisfaction  in  the 
game  for  itself. 

6.  Only  a  few  have  any  opportunity  to  enter 
into  the  game;  for  example, 

At  the  University  of  California  between 
1892  and  1902  only  75  out  of  4000  or 
more  had  the  training  of  the  game. 

C  Conclusion 

American  football  can  be  made  a  game  for 
all  by  a  "return  from  the  spectacle  to  the 
sport." 


APPENDIX  C 

ABBREVIATIONS   AND    CONTRACTIONS 


i.   Commercial  Terms 


at 


%;  acct.  .  .account 

A  1 first  class 

ad.;  advt.  .advertisement 

agt agent 

A.M. .  .  .  {Ante  Meridiem)  forenoon 

amt amount 

ans answer 

art article 

Av.;  Ave.  .Avenue 

bal balance 

bbl barrel 

bdl bundle 

B/E BiU  of  Exchange 

B/L    ) 

B— L>  ...bill  of  lading 

B.L.  ) 

bldg building 

Bros Brothers 

B/S bill  of  sale 

bu bushel 

bx box 

c;  ^ cent,  cents 

C.  B cash  book 

c.  c cubic  centimeter 

(In  Bureau  of  Chem- 
istry written  CC) 

chgd charged 

c.  i.  f cost,  insurance,  freight 

ck check 

elk clerk 

c/o care  of 

C.  O.  D.  (  cash  (or  collect)  on  de- 
c.  o.  d.     )       livery 

com commission    [countant 

C.P.A certified  public  ac- 

Cr creditor 

cwt hundredweight 

D.  B daybook 


dept department 

dft draft 

dis. ;  disct. .  discount 

dist district 

div dividend,  division 

do ditto,  the  same 

dol dollair 

doz dozen 

Dr debtor 

ea each 

E.  E errors  excepted 

e.  g for  example 

etc. ;  etc. . .  and  so  forth  (See  &c) 

Exch Exchange 

Ex.  Com.  .  Executive  Committee 

exp express,  expense 

Fahr Fahrenheit 

fgt.  or  frt.   freight 
fig figure 

fob      I  •  ^^^^  ^^  board 

F.  O.  R.  . .  free  on  rails 
ft foot,  feet 

al gallon 

.  F.  A.. . .  General  Freight  Agent 

G.  P.  A...  .General   Passenger 

Agent 

gr.  wt gross  weight 

grs grains 

hhd hogshead 

h,  p horse  power 

hrs hours 

ib,;  ibid.,  .in  the  same  place 

id the  same 

i.  e that  is 

in ^  .  .  inch,  inches 

Inc incorporated 

ins insurance 

inst (instant)  present  month 


S 


421 


422 


APPENDIX  C 


int interest 

inv invoice 

I.  O.  U. .  .  .  I  owe  you 

kg keg 

lb pound 

L/C Letter  of  Credit 

L.  S (locus  sigilli) 

place  of  the  seal 
£,  s,  d .  .  . .  pounds,  shillings,  pence 

Ltd Limited 

M (Meridies)  noon 

M Thousand 

max maximum 

mdse merchandise 

memo memorandum 

mfg manufacturing 

mfr , .  manufacturer 

mgr manager 

MS(S)..  .  .  manuscript (s) 

N.  B take  notice 

No number 

O.  K All  correct 

oz ounce 

p.,pp page(s) 

payt payment 

pes pieces 

pd paid 

per  cent ;%  by  the  hundred 

pkg package 

P.M...  (Post Meridiem)  afternoon 


Adjt Adjutant 

Adjt.  Gen.  Adjutant  General 

Adin Admiral 

Rear  Adm.  Rear  Admiral 

Aldm Alderman 

Amb Ambassador 

Asst Assistant 

Atty Attorney 

Brig.  Gen. .  Brigadier  General 

Capt Captain 

Capt.  Gen.  Captain  General 

Col Colonel 

Com Commander,   Commo- 
dore 

Corp Corporal  [tary 

Cor.  Sec. .  .  Corresponding  Secre- 

Dr Doctor 

Esq Esquire 


P.  0 

.Post  Office 

pro  tem,  (pro  tempore)  for  the  time 

Drox. 

( Droximo)  next  month 

rs...:;. 

.  postcript 

rec'd  I 
reed.  (  ■    ■ 

.received 

rec't  1 
rect.  )  ' ' : 

. receipt 

ref 

.reference 

R.  F.  D.  . 

Rural  Free  Delivery 

R.  R 

.  railroad 

S/D 

.  sight  draft 

sq 

.  square 

S.  S 

.  steamship 

Supt 

.  superintendent 

T 

.ton 

Tonn 

.  tonnage 

ult 

.  (ultimo)  last  month 

V 

.five 

vs 

.  (versus)  against 

via 

.  by  way  of 

VIZ 

.  namely 

vol 

.  volume 

W/B... 

.way  bill 

wk 

.week 

t.:::::: 

yard 
and 

&c 

.  and  so  on        fnumeral 

#  Used  for  "number"  before  a 

itles 
Gen 

.  General 

Gov 

.  Governor 

Hon 

.  Honorable 

Insp 

.  Inspector 

Insp.  Gen 

. .  Inspector  General 

J.  P 

.Justice  of  the  Peace 

Jr.  or  Jun 

..Junior 

Lieut 

.  Lieutenant 

Lieut.  Gen. Lieutenant  General 

Lieut.  Gov. Lieutenant  Governor 

Maj 

.  Major 

Maj.  Gen. 

, .  Major  General 

M.  C 

.  Member  of  Congress 

Messrs..  . 

.  Messieurs 

Mile 

.  Mademoiselle 

M.P 

.  Member  of  Parliament 

Mr 

.  Mister 

Mrs 

.  Mistress 

ABBREVIATIONS  423 

Pres President  Sec Secretary 

Prof Professor  Serg Sergeant 

Prov Provost  Serg.  Ma j.. Sergeant  Major 

Q.  M Quartermaster  Sol Solicitor 

Rec.  Sec. .  .  Recording  Secretary  Sr Senior 

Rev Reverend  Treas Treasurer 

Rt.  Hon. .  .  Right  Honorable  Vice  Pres. .  Vice-President 

Rt.  Rev. .  .  Right  Reverend  Vise Viscount 

3.  Degrees,  Honorary  Titles,  Etc, 

A.B.  or  B.A Bachelor  of  Arts 

A.M.  or  M.A Master  of  Arts 

B.C.L Bachelor  of  Civil  Law 

B.D Bachelor  of  Divinity 

B.LL.  or  LL.B Bachelor  of  Laws 

B.Litt.  or  Litt.B Bachelor  of  Letters 

B.Ph.  or  Ph.B Bachelor  of  Philosophy 

B.S Bachelor  of  Science 

C.E Civil  Engineer 

D.C.L Doctor  of  Civil  Law 

D.D Doctor  of  Divinity 

D.D.S Doctor  of  Dental  Surgery 

D.Sc Doctor  of  Science 

D.V.M.  or  M.D.V Doctor  of  Veterinary  Medicine 

E.E Electrical  Engineer 

F.G.S Fellow  of  Geological  Society 

F.R.G.S Fellow  of  the  Royal  Geographical  Society 

F.R.S FeUow  of  the  Royal  Society 

F.R.S.A Fellow  of  the  Royal  Society  of  Arts 

F.S.A Fellow  of  the  Society  of  Arts 

LJtt.D Doctor  of  Literature 

LL.D Doctor  of  Laws 

M.D Doctor  of  Medicine 

m!e..  .  .  . Mining  or  Mechanical  Engineer 

Mus.b Doctor  of  Music 

Ph.D Doctor  of  Philosophy 

^.  States  and  Territories  of  the  United  States 

Ala Alabama  Ga Georgia 

AJas Alaska  Guam (not  abbreviated) 

Ariz. ......  Arizona  H.  I Hawaiian  Islands 

Ark.   ..  ..  . Arkansas  Ida Idaho 

Cal CaUfornia  lU Illinois 

Colo Colorado  Ind Indiana 

Conn Connecticut  la Iowa 

C.  Z Canal  Zone  Kan Kansas 

D.  C District  of  Columbia  Ky Kentucky 

Del Delaware  La Louisiana 

Fla  Florida  Mass Massachusetts 


424  APPENDIX  C 

Me Maine  Ore Oregon 

Md Maryland  Pa Pennsylvania 

Mich Michigan  P.  I Philippine  Islands 

Minn Minnesota  P.  R Porto  Rico 

Miss Mississippi  R.  I Rhode  Island 

Mo Missouri  Samoa ....  (not  abbreviated) 

Mont Montana  S.  C South  Carolina 

Neb Nebraska  S.  Dak. .  .  .  South  Dakota 

Nev Nevada  Tenn Tennessee 

N.  C North  Carolina  Tex Texas 

N.  Dak. . . .  North  Dakota  Ut Utah 

N.  H New  Hampshire  Vt Vermont 

N.  J New  Jersey  Va Virginia 

N.  Mex New  Mexico  Wash Washington 

N.  Y New  York  W.  Va West  Virginia 

O Ohio  Wis Wisconsin 

OkJa Oklahoma  Wyo Wyoming 

5.   Names  of  Railroads 

In  abbreviating  the  names  of  raih-oads,  use  the  initial 
letters;  for  example,  Lehigh  Valley  Railroad,  L.  V.  R.  R. 
However,  these  exceptions  must  be  noted:  Ft.  for  Fort; 
St.  for  Saint;  Ste.  for  Sainte;  S.  W.  for  Southwestern;  N. 
E.  for  Northeastern.  For  example,  Minneapohs  and  St. 
Louis  Railroad,  M.  &  St.  L.  R.  R. 

When  the  name  of  a  state  occurs  at  the  end  of  the  name 
of  a  railroad,  use  the  regular  abbreviation  for  the  state;  for 
example,  St.  Louis  Southwestern  Railway  Co.  of  Texas, 
St.  L.  S.  W.  Ry.  Co.  of  Tex. 

The  Maine  Central  Railroad  is  abbreviated  Me.  C.  R.  R. 
to  distinguish  it  from  the  Michigan  Central  Railroad,  M. 
C.  R.  R. 

Grammar  Practice 

ORAL   EXERCISES 

1.  What  were  you  and  (he,  him)  talking  about? 

2.  He  said  that  Frank  and  (we,  us)  might  go. 

3.  He  permitted  Frank  and  (we,  us)  to  go. 

4.  Are  you  sure  that  the  man  who  called  was  not  (he, 
him)? 


ABBREVIATIONS  425 

5.  May  Frank  and  (me,  I)  be  excused? 

6.  Boys  like  (they,  them)  are  considered  reliable. 

7.  He  gave  the  money  to  those  (who,  whom)  he  thought 
could  invest  it  to  advantage. 

8.  (He,  him)  and  his  sisters,  they  said,  would  be  invited 
to  attend  the  lecture. 

9.  (He,  him)  and  his  sisters  I  invited  to  the  lecture. 

10.  No  one  went  but  Wilham  and  (we,  us)  who  have 
reported. 

11.  I  knew  the  clever  man  of  whom  they  were  speaking 
to  be  (he,  him). 

12.  You  enjoy  dancing  more  than  (she,  her). 

13.  The  duties  of  the  new  president  (was,  were)   read 
aloud. 

14.  Of  the  two  boys,  I  think  you  will  like  John  better  than 
(he,  him). 

15.  (Has,  have)  either  of  you  two  boys  a  pencil.'* 

16.  If  it  had  been  (he,  him),  would  the  result  have  been 
the  same? 

17.  Tom  was  allowed  to  play  with  (whoever,  whomever) 
was  honest  and  fair. 

18.  A  good  race  was  won  by  Tom  and  (he,  him). 

19.  If  you  could  choose,  (who,  whom)  would  you  prefer 
to  be? 

20.  No  one  could  be  (so,  as)  cautious  as  (he,  him). 

21.  (Who,  whom)  did  you  consider  Arthur's  best  friend? 

22.  Every  public  school  boy  had  (his,  their)  own  battles 
to  fight. 

23.  (Who,  whom)  do  you  consider  the  most  admirable 
character  in  "Julius  Caesar"? 

24.  All  but  three  of  the  candidates  (were,  was)  confident 
of  victory. 

25.  Every  one  of  the  candidates  (was,  were)  confident 
of  victory. 

26.  Do  you  approve  of  (us,  our)  going  to  Washington? 


426  APPENDIX  C 

27.  They  knew  the  ghosts  to  be  (we,  us)  at  the  mas- 
querade. 

28.  Do  permit  Margaret  and  (I,  me)  to  accompany  you. 

29.  These  are  the  men  (who,  whom)  I  felt  confident  were 
his  companions. 

30.  Think   of   (Peter's,   Peter)    asking   such   an   absurd 
question! 

31.  There  is  no  excuse  for  any  (girl,  girl's)  laughing. 

32.  Are  you  very  sure  it  was  not  (we,  us)  ? 

33.  These  are  the  children   (who,   whom)   I  know  are 
blameless. 

34.  How  many  (was,  were)  at  the  meeting? 

35.  (There's,  there're)  the  wagons. 

36.  (Who,  whom)  did  you  say  was  appointed  his  guardian? 

37.  I  do  not  know  (who,  whom)  to  go  to  for  advice. 

38.  Imagine  (his,  him)  saying  that! 

39.  No  one  but  George  and  (I,  me)  (was,  were)  absent. 

40.  He  was  (some,  somewhat)  careless. 

41.  After  a  Httle  guessing,  we  decided  that  it  was  (he, him). 

42.  They  believed  the  burglar  to  be  (he,  him). 

43.  She  was  more  cowardly  than  (he,  him). 

44.  The  officer  forbade  (George,  George's)  going. 

45.  My  friend,  (who,  whom)  I  hoped  would  win,  lost  the 
race. 

46.  The  cashier  (who,  whom)  we  suspected  proved  him- 
self to  be  honest. 

47.  He  suggested  an  excellent  plan  to  Fred  and  (me,  I). 

48.  Why  do  you  object  to  (me,  my)  being  here? 

49.  How  should  you  like  to  be  (she,  her)? 

50.  I  fully  expected  the  costumer  to  be  (he,  him). 

51.  Please  let  Walker  and  (I,  me)  go  to  the  lecture. 

52.  (Who,  whom)  was  I  beheved  to  be? 

53.  There  sat  Mary  and  (I,  me). 

54.  He  told  me  (who,  whom)  he  wished  to  appoint. 

55.  Marie  is  more  studious  than  (we,  us). 


ABBREVIATIONS  427 

56.  Every  pupil  should  bring  (his,  their)  own  books  to  class. 

57.  We  knew  the  agent  was  (he,  him). 

58.  The  agent  was  known  to  be  (he,  him). 

59.  The  services  of  a  new  leader  (has,  have)  been  ob- 
tained. 

60.  The  effect  of  his  lectures  (has,  have)  been  to  make 
people  read. 

61.  The  result  of  the  recent  strikes  and  other  labor 
troubles  (was,  were)  very  serious. 

62.  Mr.  Brown,  with  his  wife,  two  sons,  and  several 
friends,  (has,  have)  gone  to  Philadelphia. 

63.  Either  she  or  we  (is,  are)  going. 

64.  He  will  employ  (whoever,  whomever)  is  best  fitted 
for  the  work. 

65.  (Whoever,  whomever)  you  decide  to  be  the  right 
one,  will  have  the  place. 

66.  "Here's  a  book."     "(Who,  whom)  for?" 

67.  Many  a  girl  has  used  (her,  their)  opportunities; 
many  a  boy,  too,  has  made  (his,  their)  way  by  seizing  every 
chance  that  presented  itself. 

68.  You  have  made  the  mistake;  for  it  could  not  by  any 
chance  have  been  (she,  her). 

69.  The  vacancy  was  filled  by  Mr.  Jones,  (who,  whom) 
the  manager  said  ought  to  be  promoted. 

70.  The  vacancy  was  filled  by  Mr.  Jones,  (who,  whom) 
the  manager  thought  worthy  of  promotion. 

71.  Send  (whoever,  whomever)  you  will. 

72.  Is  it  (we,  us)  you  accuse? 

73.  Let  (he,  him)  that  is  sinless  be  the  first  to  chide  us. 

74.  I  used  to  visit  (she,  her)  and  her  mother  every  time. 

75.  They  do  not  notice  (we,  us),  boys  at  all. 

76.  I  am  wondering  (who,  whom)  to  depend  on  here. 

77.  That  was  (I,  me)  you  saw  last  week. 

78.  I  can't  believe  that  athletic  youth  is  (he,  him). 

79.  She  scolded  Jane  and  (me,  I). 


428  APPENDIX  G 

80.  You  may  write  to  (whoever,  whomever)  you  please. 

81.  It  seemed  to  be  (they,  them)  this  time. 

82.  We  seemed  to  be  (they,  them)  in  my  fancy. 

83.  They  sent  cards  to  all  (who,  whom)  they  thought 
would  accept. 

84.  He  can  skate  better  than  (she,  her). 

85.  If  I -(was,  were)  he,  I  should  go. 

86.  If  he  (was,  were)  a  friend  of  Johnson's,  that  would 
alter  the  case. 

87.  He  (don't,  doesn't)  know  any  better. 

88.  I  wish  I  (was,  were)  there  too. 

89.  (Who,  whom)  did  you  do  that  for? 

90.  It  could  not  have  been  (we,  us). 

91.  That  is  to  be  a  matter  between  you  and  (I,  me). 

92.  He  went  with  Frank  and  (I,  me). 

93.  Let  you  and  (I,  me)  do  that. 

94.  He  is  the  man  (who,  whom)  I  invited. 

95.  You  are  the  one  (who,  whom)  I  want  for  the  position. 

96.  He  asked  Tom  and  (I,  me)  to  go. 

97.  Everyone  of  us  (is,  are)  ready. 

98.  He  has  (laid,  lain)  his  coat  aside. 

99.  It  was  difficult  for  him  (to  thus  economize,  to  econo- 
mize thus). 

100.  He  (sits,  sets)  great  store  by  physical  exercise. 


APPENDIX  D 

I.   SALES   TALKS 

Sales  Talks  Dealing  with  Subjects  of  General  Interest 

Note  to  the  Teacher:  The  pupil  should  study  the  com- 
modity in  its  relation  to  the  kind  of  customer  for  which  it 
was  made.  He  should  give  careful  attention  to  the  selec- 
tion and  the  arrangement  of  seUing  points,  modifying  these 
essentials  to  suit  the  mental  makeup  of  his  customer. 

COMMODITY  CUSTOMER 

1.  Flavoring  extract Housewife 

2.  Life  insurance Man  with  a  family 

3.  Encyclopedia Professional  man 

4.  Three-in-one  oil Mechanic 

5.  Automobile  truck Wholesale  grocer 

Sales   Talks  Dealing  with  Subjects  of  Commercial  Interest 

COMMODITY  CUSTOMER 

1.  Typewriter A  beginner 

2.  Cash    register A   country  storekeeper  or 

the  proprietor  of  a  large 
retail  store 

3.  "The     One     Dollar     Boston 

Pencil  Sharpener" An  office  man 

4.  A  dictograph An   old-fashioned   business 

man 

5.  A  duplicating  machine A  man  carrying  on  a  snaall 

business   which   requires 
many  varieties  of  form 
letters 
429 


430  APPENDIX  D 

Sales   Talks  Dealing  with   Technical  Interests 

COMMODITY  CUSTOMER 

1.  A  storage  battery A  motorist 

2.  A  Knight  motor A  poppet  valve  motor  car 

owner 

3.  An  electric  vacuum  cleaner.  .A  busy  housekeeper 

4.  An  electric  iron The  possessor   of  an    effi- 

ciency kitchen 

5.  A  Mazda  lamp Country  storekeeper 

Sales  Talks  Dealing  with  Subjects  of  Farming  Interest 

COMMODITY  CUSTOMER 

1.  Electric  milking  apparatus. .  .A  modern  farmer 

2.  Starret  tools A  modern  farmer 

3.  Bread  maker A  busy  farmer's  wife 

4.  Flash  light A    farmer    devoted    to    a 

lantern 

5.  Corn  harvester A  mechanical  farmer 

Sales  Talks  to  Illustrate  the  Effect  of  the  Customer  upon  the 
Salesman's  Methods 

COMMODITY  CUSTOMER 

1.  An  automobile A  man  who  understands  a 

car 

2.  The  same  as  1 A  woman 

3.  The  same  as  1 A  man  and  his  wife  who 

have  owned  a  car  before 

4.  The  same  as  1 A  doctor 

5.  The  same  as  1 A  farmer 


SUBJECTS  DEALING  WITH  VOCATIONAL  INTERESTS    431 

II.    SUBJECTS   DEALING    WITH   VOCATIONAL 
INTERESTS 

Long  Compositions 

1.  The  Bessemer  process.  2.  The  advantages  of  the 
"hot  blast"  in  the  cheap  production  of  iron.  3.  The  ad- 
vantages resulting  from  the  invention  of  the  "regenerative 
furnace"  in  the  manufacture  of  iron.  4.  The  benefit  to 
the  world  from  the  invention  of  cheap  steel.  5.  Early  his- 
tory of  iron.  6.  Causes  for  America's  lead  in  the  20th 
century  in  the  production  of  iron  and  steel  for  manufactur- 
ing purposes.  7.  The  new  steels  and  their  significance. 
8.  The  various  sources  of  heat  in  the  smelting  of  iron.  9. 
The  use  of  the  Bessemer  Converter.  10.  What  the  iron 
industry  owes  to  the  invention  of  Henry  Cort.  11.  De- 
scription of  our  forge  shop.  12.  The  dependence  of  various 
professions  upon  the  manufacture  of  steel.  13.  The  hfe 
and  work  of  Bessemer.  14.  The  use  of  the  electric  furnace 
in  the  making  of  steel.  15.  The  growth  of  the  iron  and  the 
steel  industry.  16.  The  making  of  iron  or  steel  castings. 
17.  Wire-making.  18.  How  wire  is  made  into  ropes.  19. 
The  making  of  nails.  20.  Styles  and  methods  of  jewel 
setting.  21.  The  making  of  an  IngersoU  watch.  22.  Trend 
in  the  construction  of  modern  automobiles.  23.  Cost  of 
horse  versus  motor  trucks.  24.  Various  kinds  of  automobile 
lamps.  25.  The  qualities  of  an  efficient  chauffeur.  26. 
The  evolution  of  the  rubber  tire.  27.  Kerosene  as  fuel  for 
engines.  28.  The  principle  of  the  wireless.  29.  The  use 
of  electricity  in  medicine.  30.  The  Nernst  electric  lamp. 
31.  Electroplating.  32.  Electric  motors  and  dynamos.  33. 
Electric  engines.  34.  Electric  fireless  cookers.  35.  Lights 
of  lighthouses.  36.  Evolution  of  modern  searchlights. 
37.  The  growth  of  the  insurance  business  in  the  United 
States.  38.  Various  kinds  of  roofing.  39.  How  to  protect 
an  invention.    40.   Methods  of  marketing  a  new  invention. 


432  APPENDIX  D 

41.  The  manufacture  of  files.  42.  The  manufacture  of 
saws.  43.  The  manufacture  of  pens.  44.  The  manufac- 
ture of  type.  45.  The  manufacture  of  Springfield  rifles. 
46.  The  manufacture  of  automatic  pistols.  47.  The  Edison 
record  disc.  48.  Punch  and  die  work.  49.  The  systems  of 
gearing  (spur,  spiral,  bevel,  and  worm).  50.  Automatic 
screw  machine.  51.  Belt,  rope,  and  chain  transmissions. 
52.  A  floating  dock.  53.  Strength  of  materials  in  bridge 
construction.  54.  Principles  of  steam  engine  construction. 
55.  Principles  of  gas  engine  construction.  56.  Principles 
and  use  of  water  turbine.  57.  Locomotive  design.  58. 
Steam  boilers.  59.  Fla:t  turret  lathe:  its  importance  in 
machine  building.  60.  Army  aeroplanes.  61.  Balloon  tor- 
pedoes. 62.  Guns  for  firing  upon  air  craft.  63.  The 
mechanism  of  a  disappearing  gun.  64.  Naval  aeroplanes. 
65.  The  work  of  the  world's  great  aviators.  66.  Improve- 
ments in  raflway  service.  67.  Description  of  the  first  en- 
gine. 68.  A  comparison  of  the  first  engine  with  a  modern 
"iron  horse."  69.  Cinematographic  advertising  in  the 
railroad  business.  70.  The  process  of  making  blotter  cor- 
ners. 71.  How  to  draft  a  pattern.  72.  How  to  run  a  Singer 
sewing  machine.  73.  The  malting  of  a  reed  basket.  74. 
Making,  covering,  and  lining  a  buckram  frame.  75.  From 
a  buckram  frame  to  "a  creation!" 

Short  Compositions  of  Interest  to  Boys 

1.  Explain  the  difference  between  a  block  plane  and  a  jack 
plane,  indicating  the  kind  of  work  for  which  each  is  used. 
2.  Explain  the  process  of  sharpening  a  plane-iron,  pointing 
out  the  difficulties  to  be  overcome.  3.  Describe  three  or 
more  hand  tools  used  in  woodturning.  4.  Describe  three 
types  of  wood-cutting  saws.  5.  The  planing  of  wood  (pur- 
pose, method,  kind  of  planes  used).  6.  Saws;  kinds  and 
uses.  7.  Explain  the  operation  of  turning  a  napkin  ring. 
8.  Explain  the  operation  of  turning  a  plain  cyfinder.     9.  The 


J 


SUBJECTS  DEALING  WITH  VOCATIONAL  INTERESTS    433 

grinding  and  sharpening  of  lathe  chisels.  10.  Wood  poUsh- 
ing  in  the  lathe.  11.  The  effect  of  sulphur  in  iron  ore. 
12.  The  advantages  of  silicon  in  iron  ore.  13.  The  distinc- 
tive peculiarities  of  the  three  kinds  of  iron  —  cast  iron, 
wrought  iron,  and  steel.  14.  The  old  way  of  manufacturing 
steel.  (One  paragraph.)  15.  The  manufacture  of  "open- 
hearth  steel."  16.  The  making  of  crucible  steel.  17.  The 
uses  of  crucible  steel.  18.  Methods  of  removing  gangue 
from  iron  ore.    19.  The  disadvantages  of  the  old  iron  rail. 

20.  The  advantages  of  the  steel  rail.  21.  The  use  of 
petroleum  in  treating  roadways.  22.  The  advantages  to  a 
community  of  a  "clean-up  week."  23.  The  business  ad- 
vantages of  having  automobilists  pass  through  towns.  24. 
Another  view  —  the  wear  and  tear  on  country  and  town 
roads. 

Short  Compositions  of  Interest  to  Girls 

1.  How  to  make  a  French  knot.  2.  How  to  make  a 
buttonhole.  3.  Featherstitching.  4.  How  foods  are  pre- 
served. 5.  How  to  sterilize  a  jar.  6.  Why  we  knead 
bread.  7.  How  to  put  enamel  upon  a  copper  pin.  8.  How 
to  saw  out  a  design  in  copper.  9.  How  to  set  a  table.  10. 
The  making  of  a  French  seam.  11.  How  to  whip  on  lace. 
12.  Building  a  range  fire.  13.  Thrift  in  planning  meals. 
14.  Smocking.  15.  Picture  hanging.  16.  How  to  make  a 
bed.  17.  The  difference  between  hemming  and  facing. 
18.  Protection  of  woolen  goods  and  furs  from  moths.  19. 
Closing  a  house  in  summer.    20.   Closing  a  house  in  winter. 

21.  Butter  making.  22.  How  to  "set  up"  for  knitting. 
23.  The  care  of  a  window  garden.  24.  How  to  launder 
lace  curtains.    25.   Directions  for  hemstitching. 


The  marks  used  hy  proof-readers 

■     THE  PROOF-READER'S  SIGNS 

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Run  in  Let  there  be  no  break  in  the  reading. 

^  Make  a  new  paragraph. 

V  V  V  CJorrect  uneven  spacing  of  words. 

^  Strike  out  the  marked  type,  word,  or  sen- 
tence. 

9  Reverse  this  type. 

^  More  space  where  caret  ^  is  marked. 

^ —  Contract  the  spacing. 

^  Take  out  all  spacing. 

f  Move  this  to  the  left. 

"I  Move  this  to  the  right. 

•"^  Raise  this  line  or  letter. 

.     .  Depress  this  line  or  letter. 

1 1  Make  parallel  at  the  side  with  other  lines. 

□  Indent  line  an  em. 

^  Push  down  a  space  that  blackens  the  proof. 

X  Change  this  bruised  iyge. 

wj.  Change  this  faulty  type  of  a  wrong  font. 

ir.  Transpose  words  or  letters  underlined. 

l,e.  Put  in  lower-case,  or  small  letters. 

sx.  Put  in  small  capitals. 

caps.  Put  in  capitals. 

^  Insert  apostrophe.  Superior  characters 
are  put  over  an  inverted  caret,  as  ^  ^ 
i  ^ ,  etc. ;  for  inferior  characters  the 
caret  is  put  in  its  usual  position,  as  in  'T. 

r<ynu  Change  from  italic  to  roman. 

Copyright  hy  Theo.  L.  DeVinne. 


The  marks  used  by  proof-readers 

ital.      Change  from  roman  to  italic. 
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9 1        Insert  comma. 
;  /        Insert  semicolon. 
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-  /        Insert  hyphen. 
/ — /      One-em  dash. 
/— ^/     Two-em  dash. 

5t  Take  out  cancelled  character  and  close  up. 
Qu,  or  ?  Is  this  right  ?     See  to  it. 

A        Insert  letter  or  word  marked  in  margin. 
I  I  I  I      Hair-space  letters  as  marked. 
Stet      Restore  crossed-out  word  or  letter. 
....       Dots  put  below  the  crossed  word  mean : 
Cancel  the  correction  first  made,  and  let 
the  types  stand  as  they  were. 
^-^       Over  two  or  three  letters.    Change  for  the 
diphthong  or  for  a  logotype,  as  ae,  ffi. 
^^^E.    Straighten  lines. 

Diagonal  lines  crossing  the  text  indicate 
that  the  composition  is  out  of  square. 
Out,  see  copy.    Here  is  an  omission  j  see  copy. 

Corrections  or  textual  improvements  suggested  to 
the  author  should  be  accompanied  by  the  inter- 
rogation-point and  be  inclosed  in  parentheses  or 
"ringed,"as(^r. /f)or(^/f). 

Corrections  should  always  be  made  in  the  mar- 
gin, and  never  in  the  text ;  faults  in  the  tj^es  or 
text  to  be  indicated  only  by  light  pen  marks. 

Copyright  by  Theo.  L.  DeVinne. 


APPENDIX  F 

BIBLIOGRAPHY 

Advertising 

Theodore  Low  DeVinne Plain  Printing  Types 

Theodore  Low  DeVinne Correct  Composition 

George  French Printing  in  Relation  to  Graphic  Art 

Fraivk  Alvah  Parsons, 

Principles  of  Advertising  Arrangement 

Earnest  Elmo  Calkins The  Business  of  Advertising 

John  Lee  Mahin Advertising  —  Selling  the  Consumer 

S.  Roland  Hall Writing  an  Advertisement 

Walter  Dill  Scott The  Theory  of  Advertising 

Walter  Dill  Scott The  Psychology  of  Advertising 

Herbert  N.  Casson Ads  and  Sales 

Clarence  Moran The  Business  of  Advertising 

Irving  P.  Fox  and  B.  A.  Forbes, 

One  Thousand  Ways  and  Schemes  to  Attract  Trade 

George  H.  E.  Hawkins Poster  Advertising 

Herbert  W.  Hess Productive  Advertising 

LoRiN  F.  Deland Imagination  in  Business 

Salesmanship 

Walter  Dill  Scott Influencing  Men  in  Business 

William  Amelius  Corbion Salesmanship 

Harry  Levi  Hollingworth Salesmanship 

Arthur  F.  Sheldon The  Art  of  Selling 

Harlan  Eugene  Read Salesmanship 

Henry  C.  Lawrence 

Making  Him  Buy:  The  SeUmg  End  of  It 
436 


BIBLIOGRAPHY  437 

William  Maxwell Salesmanship 

Nathaniel  C.  Fowler,  Jr., 

Practical  Salesmanship:  A  Treatise  on  the  Art  of  Sell- 
ing Goods 

James  H.  Collins Hmnan  Nature  in  Selling  Goods 

Charles  Lindgren The  New  Salesmanship 

The  Newspaper 

John  L.  Given Making  a  Newspaper 

John  Pendleton Newspaper  Reporting 

Edwin  L.  Shuman Practical  Journalism 

James  Edward  Rogers The  American  Newspaper 

W.  G.  Bleyer Newspaper  Writing  and  Editing 

Walter  Williams  and  Frank  L.  Martin, 

The  Practice  of  Journalism 

John  Baker  Opdycke News,  Ads,  and  Sales 

Merle  Thorpe The  Coming  Newspaper 

G.  BiNNEY  DiBBLEE The  Newspaper 

James  Grant The  Newspaper  Press 

Charles  Hemstreet Reporting  for  the  Newspapers 

Charles  A.  Dana The  Art  of  Newspaper  Making 

Hamilton  Holt Commercialism  and  Journalism 

Charles  G.  Ross The  Writing  of  News 

Julian  Ralph The  Making  of  a  Journalist 


INDEX 


Abbreviations  and  contractions, 
421-424 

Abstract  nouns,  389 

Adjective  clauses,  69,  70 

Adjectives,  distinguished  from  ad- 
verbs, 88;  defined,  393;  proper, 
394;  articles,  394;  descriptive, 
pronominal,  numeral,  394-395 ; 
comparison  of,  395 

Adverbs,  distinguished  from  ad- 
jectives, 88;  defined,  407;  for- 
mation, 407;  of  cause,  407;  of 
concession,  407;  of  degree,  408; 
of  manner,  408;  of  place,  408; 
of  time,  408;  comparison  of,  408 

Advertising,  benefits  of,  247-249; 
ideas  back  of  (purpose,  selection, 
arrangement),  249-250;  related 
to  composition  principles,  259- 
269;     bibliography,    436-437 

After-dinner  speech,  model,  312- 
314;  outline  of  model,  315-316; 
qualities,  316-318;  dehvering 
an,  319 

Antecedent  of  pronoun,  75 

Apostrophe,  use  of,  114-116 

Application,  letters  of,  332-336 

Argumentation,  model,  417-419; 
model  outline,  419-420;  argu- 
mentative paragraph,  214-220; 
revision  questions,  219-220 

Balanced  sentences,  defined,  172 

Banks,  kinds,  functions,  322-323; 
checks,  324-327;  drafts,  327- 
328;   promissory  note,  328 

Cablegrams,  368-370 

Capitals,  use  of,  93-97 

Case,  objective,  66;  object  of 
preposition,  66;  object  of  verb, 
68;  subjective  (nominative),  67, 
73-74,  391;  possessive,  76;  of 
relative  pronouns,  69-72;  with 
infinitive,  73-74 

Checks,  324-327 

Circular  (form)  letter,  358-368 

Clause,  defined,  52;  independent 
and  dependent,  57;  adjective, 
69-70;  noun,  71;  with  shall 
and  will,  397-399 

Coherence,  in  the  sentence,  51, 166- 
167;  in  the  paragraph,  182-183 


Collective  nouns,  390 

Colon,  use  of,  111-113 

Comma,  use  of,  98-109 

Common  nouns,  389 

Comparison,  of  adjectives,  395; 
of  adverbs,  408 

Complement,  subjective,  73 

Complex  sentences,  defined,  57 

CompUmentary  close,  278 

Compound  sentences,  defined,  59 

Conjugation  of  the  verb,  402-407 

Conjunctions,  defined,  408;  co- 
ordinate, 408;  subordinate,  408; 
classification  of  subordinate 
(cause,  concession,  condition, 
comparison,  time,  place,  pur- 
px)se,  and  result),  409 

Connected  paragraphs,  30 

Contractions,  421-424 

Dash,  use  of,  113-114 

Declarative  sentences,  defined,  45 

Demonstrative  pronouns,  392 

Dependent  clauses,  with  shall  and 
will,  398-399 

Description,  model,  413;  model 
outhne,  413-414;  descriptive 
paragraph,  200-205 ;  revision 
questions,  204-205 ;  scientific 
and  literary  description  dis- 
tinguished, 372-382 

Emphasis,  in  the  whole,  34;  in  the 
sentence,  169-175;  in  the  para- 
graph (mass),  186-187 

Envelope,  superscription  on,  285- 
286 

Exclamation  point,  46 

Ebcposition,  model,  414-416;  model 
outhne,  416-417;  expository 
paragraph,  205-213;  revision 
questions,  213;  specifications, 
372-387;  subjects  of  vocational 
interest,  431-433 

Folding  a  letter,  282-284 

Follow-up  letter,  360 

Form  and  sales  letters,  358-368 

Friendly  letter,  223-228 

Gender,  of  nouns,  390;  of  pro- 
nouns, 393 

Grammar,  oral,  value  of,  65;  oral 
practice,  88-92,  424-428 


INDEX 


439 


Heading  of  a  letter,  272-274 

Imperative  mood,  401 

Imperative  sentences,  defined,  46 

Inclosures,  344-347  (see  also 
324-328) 

Independent  clauses,  with  shall 
and  will,  397-398 

Indicative  mood,  85-86 

Infinitive,  subject  of,  74;  com- 
plementary, 74;    "split,"  79 

Interjection,  defined,  409 

Interrogative  sentences,  defined,  45 

Intransitive  verbs,  396 

Introductory  address,  274-277 

Invitations  and  replies,  228-230 

Irregular  verbs,  79-85,  396 

Italics,  use  of,  174 

Letters,  business,  model,  271; 
heading  of,  272-274;  intro- 
ductory address,  274-277;  salu- 
tation, 277-278;  body,  278; 
complimentary  close,  278;  sig- 
nature, 279-280;  stationery, 
281-282;  folding  a  letter,  282- 
284;  addressing  the  envelope, 
285;  revision  questions,  288- 
289;  essential  qualities  (brevity, 
clearness,  accuracy,  courtesy, 
completeness,  etc.),  290-292; 
dictating,  296;  advertising,  266- 
269;  of  application,  332-336; 
of  recommendation  and  intro- 
duction, 336-339;  ordering  and 
acknowledging  goods,  339-344; 
containing  inclosures,  344-347; 
requesting  extension  of  time, 
347-349;  requesting  payment, 
349-354;  answering  complaints, 
354-358;  form  and  sales,  358- 
368;  telegrams,  night  letters, 
cablegrams,  368-370;  of  specifi- 
cation, 336-387 
Letters,  social,  223-228 
Loose  sentences,  defined,  170 

Modifiers,  position,  51;    kinds,  52 
Mood  (indicative,  subjunctive,  im- 
perative, potential),  401 

Narration,  model,  410-411;  model 
outfine,  411-412;  narrative  para- 
graph, 190-199;  revision  ques- 
tions, 195-196 


Newspaper,  characteristics,  231- 
233;  reading  a  newspaper,  233- 
234;  gathering  news,  234-235; 
newspaper  style,  235-243 

Nominative  (siji)jective)  case,  66- 
67,  391 

Note,  the  promissory,  328 

Noun  clauses,  71-72 

Nouns,  defined,  389;  common 
and  proper,  389;  abstract,  389; 
collective,  verbal,  390;  gender, 
number,  390;    case,  391 

Number  with  either,  neither,  any 
one,  no  one,  87 

Objective  case,  66-67,  391 
Ordering  goods,  339-344 
Outlines,    15,    17,   315-316,   384- 

385,  411-412,  413-414,  416-417, 

419-420 

Paradigms,  of  verbs,  86,  402-407 

Paragraph,  unity,  177-182;  coher- 
ence, 182-186;  mass,  186-189; 
narrative,  190-196;  newspaper 
narrative,  196-199;  descriptive, 
200-205;  expository,  205-213; 
argumentative,    214-220 

Paragraphs  in  a  series,  30-41,  194, 
204,  211,  218 

ParentheticeJ  expressions,  defined, 
100 

Parliamentary  procedure,  303-310 

Parts  of  a  letter,  272-280 

Parts  of  speech,  389-409 

Period,  use  of,  97-98 

Periodic  sentences,  defined,  170-171 

Personal  pronouns,  67,  392;  de- 
clined, 67;  object  of  preposi- 
tion, 66;  object  of  verb,  68; 
ending  in  self,  87 

Phrase,  defined,  52 

Possessive  case,  114;  of  nouns, 
391;  of  pronouns,  393 

Predicate,  entire,  normal  order,  46- 
47;  inverted  order,  48;    base,  51 

Prepositions,  defined,  409;  object 
of,  66;  fist  of  common  preposi- 
tions, 67 

Principal  parts  of  verbs,  79-84 

Promissory  note,  328 

Pronouns,  defined,  391;  number, 
67;  case,  67;  personal,  object  of 
preposition,    66-67;     object    of 


440 


INDEX 


verb,  68;  relative,  69,  392;  rela- 
tive, introducing  noun   clauses, 
71-72;     agreement    with    ante- 
cedent, 75-76,  392;  distributive, 
75-76;    case  of,  following   than 
and   as,   77;     some,    somewhat, 
distinguished,     78;      ending    in 
self,     87;     interrogative,     392; 
demonstrative,   392;    indefinite, 
393;     possessive,    393;     gender, 
393;   person,  393 
Proofreader's  marks,  434-435 
Proper  adjectives,  394 
Proper  nouns,  defined,  389 
Punctuation,  value  of,  93;    rules, 

93-122 
Purpose,  importance  of,  13-25; 
in  the  paragraph,  29,  30,  180, 
181,  190;  in  the  sentence,  58, 
164;  in  the  choice  of  words,  140; 
in  advertising,  249;  of  specifi- 
cations, 372 

Quotations  and  quotation  marks, 

116-120 
Regular  verbs,  defined,  396 
Relative   pronouns,   defined,   392; 

case  of,   69;    introducing  noun 

clauses,  71-72 

Sales  letters,  358-368 

Salesmanship,  bibliography,  436- 
437 

Sales  talks,  subjects  for,  429-430 

Salutation  of  a  letter,  277-278 

Selection  of  material,  13-14 

Semicolon,  109-111 

Sentences,  defined,  42;  kinds  (de- 
clarative, interrogative,  exclama- 
tory, imperative)  and  punctua- 
tion, 45-47;  base,  51;  structure 
(simple,  complex,  compound),  56- 
59;  unity,  161-166;  coherence, 
166-169;       emphasis,     169-176; 

■  rhetorical  classification  (loose, 
periodic,  balanced),  170-173 

Shall  and  will,  397-399;  should 
and  would,  400^01 

Signature,  social  letter,  224;  busi- 
ness letter,  279-280 

Simple  sentences,  defined,  56-57 

Specifications,  purpose  of,  372; 
distinguished  from  literary  de- 


scription, 372-382;  models,  374- 
381,  383;  outline  of  model, 
384-385;  letters  of  specifica- 
tion, 386-387 

Spelling,  rules,  144-146;  lists, 
146-160 

Subject,  entire,  normal  order,  46- 
47;  inverted  order,  48;  base,  51 

Subjunctive  mood,  85-86,  401 

Syllabication,  142-143 

Telegrams,  368-370 

Telephone  messages,  300-302 

Tense,  402 

Topic  sentence,  defined,  30; 
value  of,  30 

Transitive  verbs,  396 

Unity,  in  the  sentence,  161;  in 
the  paragraph,  177 

Variety,  in  use  of  sentences,  48-49 

Verbs,  defined,  395;  object  of, 
68;  agreement  with  subject, 
78,  402;  irregular  verbs,  79-85; 
mood  (indicative,  subjunctive), 
85;  defective  (ought),  87;  can, 
could,  may,  might,  88;  smell, 
look,  sound,  taste,  grow,  seem, 
88;  regular  and  irregular,  396; 
transitive  and  intransitive,  396; 
principal  and  auxiliary,  396-397; 
shall  and  will,  397-401;  voice 
(active,  passive),  401;  mood  (in- 
dicative, subjunctive,  impera- 
tive potential),  401;  tense,  402; 
conjugation,  402-407 

Vocabulary,  123;  value  of,  123; 
how  to  broaden,  123 

Vocational  subjects,  431^33 

Voice,  401 

Words,  importance  of,  123;  build- 
ing a  vocabulary,  123-124; 
origin,  growth,  and  decay  of, 
124-126;  power  of,  126;  dis- 
tinctions in  meaning,  127-133; 
prefixes,  134;  roots,  134;  power 
in  advertising,  newspaper  writ- 
ing, and  business  letters,  135- 
140;  syllabication,  142-143; 
spelling  rules,  144-146;  words 
frequently  misspelled,  146-155; 
business  words,  155-158;  tech- 
nical words,  158-160 


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